How do I enrich children′s learning of primary mathematics to bring the subject to life? This book inspires and supports you, the new and beginning teacher, to use talk-rich and open tasks that bring mathematics to life in your classroom. Tried and loved practical tasks that engage and motivate Supports you to create confident and resilient mathematicians in your classroom Explores ways to engage children in mathematics across the primary curriculum Focuses on understanding key mathematical concepts and the connections between them

The UK National Curriculum is clear about the importance of reasoning and problem-solving in mathematics. Mastery and Depth in Primary Mathematics aims to support trainee and established teachers to embed mathematical thinking into their lessons. The authors focus on practical and actionable ways that primary teachers can develop their children’s mathematical thinking, reasoning and problem-solving: ideas which are at the heart of the UK National Curriculum. Covering a range of areas in mathematical thinking such as reasoning, problem-solving and pattern-spotting, as well as systematic and investigative thinking, each chapter provides clear examples of how teachers can make small, manageable ‘rich tweaks’ to their existing lessons to increase the opportunities for children to develop their mathematical thinking. Teachers will be able to dip into the book and find inspiration and ideas that they can use immediately and, importantly, develop a set of principles and skills which will enable them to take any mathematical activity and tweak it to develop their pupils’ thinking skills. This practical guide will be invaluable to all trainee teachers and early-career teachers that wish to enhance their primary mathematics teaching.

This up to date book is essential reading for all those teaching or training to teach primary mathematics. Problem solving is a key aspect of teaching and learning mathematics, but also an area where teachers and pupils often struggle. Set within the context of the new primary curriculum and drawing on research and practice, the book identifies the key knowledge and skills required in teaching and learning problem solving in mathematics, and examines how these and can be applied in the classroom. It explores the issues in depth while remaining straightforward and relevant, emphasises the enrichment of maths through problem-solving, and provides opportunities for teachers to reflect on and further develop their classroom practice.

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

How can teachers help children to develop reasoning skills? What is reasoning and how do we teach it? Much is being said in schools and education about the importance of reasoning skills. This book explores what reasoning is and what it is not. It includes examples of how reasoning in primary mathematics and science classes can develop. It shows how a connection between the ′skills′ of mathematics and science can help children to gain a better understanding of reasoning. What is a conjecture What makes you think? What makes you think about your thinking? What does reasoning look like? With links to classroom practice and examples of effective teaching throughout, this book not only provides an exploration of what reasoning is and why it′s important—it also show you how to develop children′s reasoning skills in your classroom.

This book helps you understand what ′mastery′ is and how to effectively integrate it into classroom teaching. It explores how ′mastery′ is viewed and supported in other countries and encourages a critical examination of this topical theme. The book includes practical advice and examples of learning activities for primary teaching. It also outlines how to support children who might be weaker in their mathematical abilities and still ensure that all children master mathematics. The text also supports those who are developing whole school mastery approaches and looks at how we can assess ′mastery′ as well as how we can be confident that it is supporting good progress.

′What a super book! It is absolutely packed with practical ideas and activities to help you love maths, and love teaching and/or learning it. It certainly helps to develop an enthusiasm for a subject most adults tend to say "I′m no good at..."′ - Early Years Educator ‘A wonderful book, packed with practical ideas and activities to help all students love maths.’ - Jo Boaler, Professor of Mathematics Education, Stanford University Fostering an enthusiasm for mathematics in young children is a vital part of supporting their mathematical development. Underpinned by subject and pedagogical knowledge, case studies and research-based perspectives, the authors provide clear guidance on how to support young children′s learning and understanding in an effective and engaging way. Contemporary approaches to developing essential mathematical learning for young children are explored, including: play, practical activities and talk for mathematics outdoor learning understanding pattern counting, calculation and place value measures and shape problem solving and representing mathematics assessment working with parents. Written for both trainees and practitioners working with children aged 0 to 8 years, including those studying for Early Years and Early Childhood degrees and those on Primary PGCE and Primary Education courses, this book offers mathematical subject knowledge and teaching ideas in one volume. Helen Taylor is Course Leader of PGCE Primary Part-time Mathematics at Canterbury Christ Church University. Andrew Harris is Course Leader of PGCE Modular Mathematics at Canterbury Christ Church University.