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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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New publications

Children's Mathematical Thinking in Primary Years

Julia Anghileri

Part of a series written for practising and trainee teachers, this book focuses on how teachers can maximise students’ mathematical learning potential. Recent practical experiences and research findings provide insights into how children work mathematically. Suggestions for enhancing the classroom learning environment are based on these insights. Constructivist teaching methods and activities are favoured over the traditional teaching of procedures and formulas, to help students build their own, strong understandings of mathematical concepts. The book discusses the importance of supporting students of all abilities. It also addresses key issues in the current teaching of mathematics. (Adapted from publisher’s description. Also available from DA Information.)

Key Learning Areas

Mathematics

Subject Headings

Constructivism
Mathematics
Mathematics teaching

ICT and Primary Mathematics: a Teacher's Guide

John Williams, Nick Easingwood
RoutledgeFalmer, July 2004
Written for teachers, this book explains ways to incorporate ICT into daily lessons. It focuses on how ICT can be used effectively to enhance mathematics teaching, and also considers how ICT can be used as a mathematics tool. The authors outline a range of ICT applications and issues, including databases; spreadsheets; graphs; handling of resources such as interactive whiteboards and floor turtles; managing ICT in the classroom; data handling; and ways to link topics across the curriculum using ICT. Suggestions on how to use software and hardware are mentioned and illustrations are included throughout the book. (Adapted from publisher's description. Also available from DA Information.)

Key Learning Areas

Technology
Mathematics

Subject Headings

Technology
Technology teaching
Mathematics teaching
Mathematics
Information and Communications Technology (ICT)

Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids

Carol Ann Tomlinson, Jay McTighe
Written for educational practitioners, this book outlines an 'Understanding by Design' (UbD) model to prepare students for 'high-stakes' accountability tests while also ensuring real understanding of content. This model is examined alongside a 'Differentiated Instruction' (DI) framework for addressing individual student needs. The authors consider how the models can be jointly incorporated in teaching, providing a way for teachers to design standards- based curriculum which provides equal opportunities to academic success for all. UbD focuses on the content of the curriculum, while DI focuses on the how, where and for whom of teaching. The book also explains how the principles of backward design and differentiation can be used together to design lessons. (Adapted from publisher's description.)
KLA

Subject Headings

Assessment
Teaching and learning
Curriculum planning

Sustainable Leadership

Andy Hargreaves, Dean Fink
Jossey Bass, September 2005
The authors argue that in order to improve education and benefit students, leadership strategies must be desirable, achievable and, most importantly, sustainable. A framework outlines seven key principles for sustainable leadership. These principles include assessing actual achievement over time rather than tested performance results; managing succession to ensure the impact of leadership decisions over time; distributing leadership responsibilities; ensuring that leadership decisions actively benefit students in other schools; achieving diversity and cohesion rather than standardisation; conserving and renewing leaders' energy; and building on past successes. (Adapted from publisher's description. Also available from ACEL.)
KLA

Subject Headings

School principals
School leadership
Leadership

Mathematics and Science in Secondary Schools: the Deployment of Teachers and Support Staff to Deliver the Curriculum

Helen Moor, Megan  Jones, Fiona Johnson, Kerry Martin, Elizabeth Cowell, Chris Bojke

Commissioned by Britain’s Department for Education and Skills (DfES), this research considers staff deployment in mathematics and science departments within a quarter of secondary schools in England in 2004–05. The study shows how specialist shortages have led to an unequal distribution of qualified staff. For example, maths teachers without specialist training were most often found in low socio-economic schools, low attaining schools or schools with an 11–16 age range. The report notes that pupils designated as ‘low ability’ in maths were more likely to be taught by a teacher without a post-16 qualification in the subject, and that department heads tended to assign the most qualified staff to year levels involving national assessment. Forty four per cent of science teachers were trained in biology, 25 per cent in chemistry and 19 per cent in physics. In schools without dedicated support staff, heads of department and teachers generally suffer reduced professional satisfaction. For each subject area, the research considers teachers’ backgrounds; the contribution and views of support staff; and personal and professional satisfaction. An economic analysis is also provided. (Adapted from the report.)

Key Learning Areas

Science
Mathematics

Subject Headings

Great Britain
Secondary education
Science
Science teaching
Mathematics teaching
Mathematics

Literacy Strategies for Improving Mathematics Instruction

Joan M Kenney, Euthecia Hancewicz, Loretta Heuer, Diana Metsisto, Cynthia L Tuttle

The book outlines strategies that can be taught to students to help them improve their comprehension of the language, textbooks and problem-solving processes associated with mathematics. These vocabulary, reading, writing, discussion and listening strategies are designed to help students extract meaning, understand key terms, solve mathematical problems, use existing knowledge and communicate ideas clearly. Graphic representations are presented as a tool for visualising and personalising mathematical concepts. Classroom-tested approaches for teaching these skills are explained, along with sample problems, checklists and lesson-planning tools. The strategies can be taught across grade levels and to mixed abilities, including ESL and special needs classes. (Adapted from publisher's description.)

Key Learning Areas

English
Mathematics

Subject Headings

English as an additional language
Mathematics teaching
Mathematics