Ian Thompson
"For more than a decade, the 'Thompson Trilogy' has chronicled the ebb and flow of primary mathematics in England, to the benefit of anyone with an interest in children's learning. The first edition anticipated the National Numeracy Strategy, helping teachers to understand and to implement the new pedagogies. Ian Thompson devotees, past and present, will be delighted with this new edition, which maps the territory in the post-strategy era. Although set in the contemporary context of the most recent Reports and Reviews, many of the issues addressed in this edition are timeless, This is an important book - for the present, and for posterity." Tim Rowland, University of Cambridge, UK The new edition of this bestselling book provides an accessible guide to a wide range of research evidence about teaching and learning mathematics. Major changes in the primary mathematics curriculum in recent years – such as those recommended in the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage, the Williams, Rose and Alexander Reviews – are reflected throughout the book. The new edition comprises fourteen new chapters, including a section devoted to post-Williams issues and four popular chapters that have been retained and updated in light of the vast changes in the field. Key topics include: Using resources, ICT, AfL and problem solving approaches effectively Learning from errors and misconceptions Developing mental and written calculation The 'gifted and talented' Transition from EYFS into Key Stage 1 Intervention and the Every Child Counts programme This popular book is essential reading for all trainee and practising primary school teachers, classroom assistants and mathematics specialist teachers. Contributors: Mike Askew, Patrick Barmby, Meindert Beishuizen, Margaret Brown, Kev Delaney, Nick Dowrick, Sylvia Dunn, Richard English, Sue Gifford, Tony Harries, Steve Higgins, Jeremy Hodgen, Louise Matthews, Frank Monaghan, Mike Ollerton, Julie Ryan, Ian Thompson, John Threlfall, Julian Williams, Jan Winter
Contents
Notes on contributors ix
Editor’s preface xv
SECTION 1
Setting the context 1
1 Swings and roundabouts 3
Margaret Brown
SECTION 2
Post-Williams issues 27
2 It ain’t (just) what you do: effective teachers of numeracy 31
Mike Askew
3 Teaching for understanding/understanding for teaching 45
Patrick Barmby, Tony Harries and Steve Higgins
4 Thinking aloud means talking allowed: group work in the primary school mathematics classroom 58
Frank Monaghan
5 Making connections: teachers and children usingresources effectively 72
Kev Delaney
6 Using problem-solving approaches to learn mathematics 84
Mike Ollerton
7 The role of ICT 97
Richard English
8 Shaking the foundations: does the Early Years Foundation Stage provide a secure basis for early mathematics? 108
Sue Gifford
9 Home–school knowledge exchange 118
Jan Winter
SECTION 3
Assessment issues 131
10 Assessment for learning: what is all the fuss about? 133
Jeremy Hodgen and Mike Askew
11 Children’s mathematical understanding as a work in progress: learning from errors and misconceptions 146
Julie Ryan and Julian Williams
SECTION 4
Calculation issues 159
12 Getting your head around mental calculation 161
Ian Thompson
13 The empty number line 174
Meindert Beishuizen (1935–2009)
14 Written calculation: addition and subtraction 188
Ian Thompson
15 Progression in the teaching of multiplication 199
Ian Thompson
16 Progression in the teaching of division 210
Ian Thompson
SECTION 5
Special needs issues 221
17 Numbers Count: developing a national approach to early intervention 223
Sylvia Dunn, Louise Matthews and Nick Dowrick
18 The ‘gifted and talented’ 235
John Threlfall
Index 249
