Investigates why so many children opt out of maths at an early age. Raising maths performance is a key government objective. Highly readable observation of children in primary schools. Includes practical implications for classroom practice. Teachers will recognise the descriptions of the 'I don't know' children and the 'maths fairy .

Low Attainers in Primary Mathematics focuses on data from students in Singapore schools. It is widely acknowledged that students from Singapore do well in mathematics in international studies. This book provides readers with a glimpse of students from Singapore who are at the other end of the ability spectrum. The book is based on a study that explored the mathematics content knowledge of Primary 4 low attainers in mathematics, their behaviours, affects and home backgrounds, and learning experiences. Based on the findings of the study, the book has recommendations for teachers of low attainers in primary mathematics. This book serves as a must-have resource for teachers and graduate students in Singapore who are working with or studying low attainers in primary mathematics. It also makes a worthy contribution towards literature on low attainers in the field of mathematics education.

This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects. It is clear that a particular approach to mathematics education cannot simply be transplanted to another country. As such, in eighteen chapters the authors describe how they have adapted RME to their individual circumstances and view on mathematics education, and tell their personal stories about how RME has influenced their thinking on mathematics education.

This book provides a one-stop resource for mathematics educators, policy makers and all who are interested in learning more about the why, what and how of mathematics education in Singapore. The content is organized according to three significant and closely interrelated components: the Singapore mathematics curriculum, mathematics teacher education and professional development, and learners in Singapore mathematics classrooms. Written by leading researchers with an intimate understanding of Singapore mathematics education, this up-to-date book reports the latest trends in Singapore mathematics classrooms, including mathematical modelling and problem solving in the real-world context.

Covering the key principles and concepts in the teaching and learning of mathematics in primary schools, this text provides trainee and practising teachers with a quick and easy 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 wide-ranging material include: Anxiety about mathematics; Assessment for Learning; Cognitive conflict; Concept learning; Creativity in mathematics; Differentiation; Equivalence; Explanation; Investigation; Low attainment; Making connections; Meaningful context; Mental calculation; Numeracy; Play as a context for learning mathematics; Problem-solving; Questioning; Talk.

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.

In this fascinating book, Jenny Houssart draws on close observations with children in lower mathematics sets in primary schools to investigate why some children opt out of mathematics at an early age. After introducing us to the children, she addresses a particular type of mathematical task in each chapter, including: mental work practical work written work calculators and computers assessment tasks. Through the use of stories and quotes, the author shows how the children respond to specific tasks and presents evidence of a range of difficulties that emerge as the children are working. Each chapter ends with discussions and implications for classroom practice. Low Attainers in Primary Mathematics will be a useful resource for primary teachers, student teachers, SENCOs and teaching assistants who will all recognise these children from their own classrooms and draw insights from this highly readable book.