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Numeracy and Beyond

One of the fundamental problems in education is that of applying skills and knowledge which learners have gained in school to problems they encounter outside school. This is particularly so in the area of mathematics, where the problems encountered by learners in applying mathematical knowledge are well documented. Using and applying mathematics is a central component of the National Curriculum in mathematics. However, it has been interpreted in many different ways by teachers trying to implement the National Curriculum in their classrooms. This text aims to help teachers with their understanding and practice in this area. It is based on the findings of a major research study, funded by the Nuffield Foundation, in which a group of primary teachers worked closely with conceptual analysis of the problem of application, together with extensive examples of ways in which teachers can address it in their classrooms. A novel feature of the book is that it includes first-hand accounts of practice in Japanese classrooms, and outlines what teachers in the UK and elsewhere may learn from Japanese methods.
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Table of Contents

IntroductionThe problem of applicationApplication in the curriculumTeachers' ideas about applicationTeaching for application at Key Stage 1Teaching for application at Key Stage 2Teaching for application in JapanApplication in theory and practiceReferencesIndex.

About the Author

Martin Hughes has been Professor of Education at the University of Bristol since 1999. His main research interests are in children's learning, especially of mathematics, and the role of parents in their children's education. His books include Young Children Learning (1984), Children and Number (1986), Parents and their Children's Schools (1994) and Teaching and Learning in Changing Times (1996).Charles Desforges was a school teacher for ten years before entering educational research. He has been Professor of Education at the University of Exeter since 1987 and is currently Director of the ESRC research programme on Teaching and Learning. His main research interest is in classroom learning in the primary school. His books include The Quality of Pupil Learning Experiences (1984), Testing and Assessment (1989), Understanding the Mathematics Teacher (1987) and Early Childhood Education (1989).Christine Mitchell worked as an early years teacher and primary mathematics co-ordinator before becoming Lecturer in Primary Mathematics at the University of Exeter in 1990. She has provided consultancy in assessment and management as well as in primary mathematics, and developed formative assessment approaches with practising teachers. Her books include Effective Teacher Assessment (1995) and Teaching Mathematics at Key Stage One (1998).

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