Table of Contents

Part 1: Setting the context
Swings and roundabouts
Part 2: Post-Williams issues
It ain't just what you do: Effective teachers of numeracy
Teaching for understanding/Understanding for teaching
Thinking aloud means talking allowed: Group work in the primary school mathematics classroom
Making connections: Teachers and children using resources effectively
Using problem solving approaches to learn mathematics
The role of ICT
Shaking the Foundations: Does the Early Years Foundation Stage provide a secure basis for early mathematics?
Home-school knowledge exchange
Part 3: Assessment issues
Assessment for learning: What's all the fuss about?
Children's mathematical understanding as 'work-in-progress': Learning from errors and misconceptions
Part 4: Calculation issues
Getting your head around mental calculation
The empty number line
Written calculation: Addition and subtraction
Progression in the teaching of multiplication
Progression in the teaching of division
Part 5: Special needs issues
Numbers Count: Developing a national approach to early intervention
The 'gifted and talented'

About the Author

Ian Thompson is Visiting Professor at Edge Hill University, UK, and was a member of the Advisory Group for the National Numeracy Strategy, to which he was seconded for two years.