New publications

In this US-based resource, award-winning teachers model mathematics lessons and demonstrate methods that have been tested in elementary, middle and high school classrooms. The book offers strategies for motivating students with animated learning icons, money-based systems, human number lines and 'sweet solutions'; techniques for engaging students before and after state tests; and a special lesson study chapter focused on professional practice for teachers. Adapted from publisher's description.

The book looks at ways to expand the range of understandings and abilities covered in maths classes to prepare students for success beyond school. Part One focuses on naturalistic observations aimed at clarifying the nature of mathematical thinking actually used during 'real life' problem solving and decision making. Part Two considers new and evolving concepts, topics and tools in mathematics. Part Three extends these discussions about meaning and understanding. The book is designed for researchers, curriculum developers, assessment experts and teacher educators in the fields of mathematics and science education. Adapted from publisher's description.

The authors of this book have presented hundreds of workshops on how to give future teachers the conceptual understanding and procedural fluency they will need in order to successfully teach elementary-school mathematics in the USA. The Seventh Edition of Mathematics for Elementary Teachers: A Conceptual Approach continues to demonstrate the authors' emphasis on learning via specific, realistic examples and the extensive use of visual aids, hands-on activities, problem-solving strategies and active classroom participation. The text draws heavily on NCTM Standards and contains many pedagogical elements designed to foster reasoning, problem solving and communication skills. This edition also incorporates in-text references to the virtual manipulative kit and other online resources. Adapted from publisher's description.

This interim research report evaluates evidence on reforms to the primary curriculum and its assessment in England since 1988, examining a number of large-scale empirical studies and several smaller-scale studies and reports. The establishment in England of a national curriculum in 1988 was followed by a tightening of control over the curriculum and teaching methods in primary schools through national testing at Key Stages 1 and 2 and the national literacy, numeracy and primary strategies, the first of which were implemented in 1998. In 2006, this tightening of control continued with the requirement that reading should be taught with the use of government-approved methods. The reasoning behind this increased intervention has been that combined with a rigorous system of national testing it will raise educational standards. The evidence on the impact of the various initiatives on standards of pupil attainment is at best equivocal and at worst negative. While test scores have risen since the mid-1990s, this has been achieved at the expense of children’s entitlement to a broad and balanced curriculum and by the diversion of considerable teaching time to test preparation. Adapted from publisher's briefing paper.

Covering the key principles and concepts in the teaching and learning of mathematics in elementary schools, this text provides trainee and practising teachers with a quick reference to what they need to know for their course and in the classroom. The entries are arranged alphabetically and each contains a brief definition followed by an explanation and discussion, practical examples and annotated suggestions for further reading. Examples of the material include Anxiety about Mathematics; Assessment for Learning; Creativity in Mathematics Investigation; Low Attainment; Mental Calculation; Numeracy; and Play as a context for learning mathematics. Adapted from publisher's description.

This companion DVD to the book White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations and Eliminating Racism contains a series of interviews with Black students and experienced educators to provide guidance on how to teach successfully in multicultural classes. Seven key drivers of inclusive teaching emerge from these unscripted interviews. The feature 33-minute track is accompanied by 83 minutes of additional footage presenting in-depth interviews with many of the participants. Adapted from publisher's description.