Mathematics in the Primary School : A Sense of Progression by Peter Tallant, Sue Gifford, Sandy Pepperell and Christine Hopkins (2009, Hardcover)

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Mathematics in the Primary School is fully updated to reflect the new Primary National Strategy and revised standards for QTS.

About this product

Product Identifiers

PublisherRoutledge
ISBN-10041548880X
ISBN-139780415488808
eBay Product ID (ePID)13038421870

Product Key Features

Number of Pages192 Pages
LanguageEnglish
Publication NameMathematics in the Primary School : a Sense of Progression
Publication Year2009
SubjectGeneral, Elementary, Teaching Methods & Materials / Mathematics
TypeTextbook
AuthorPeter Tallant, Sue Gifford, Sandy Pepperell, Christine Hopkins
Subject AreaEducation
FormatHardcover

Dimensions

Item Height0.6 in
Item Weight18.4 Oz
Item Length9.9 in
Item Width7.4 in

Additional Product Features

Edition Number3
Intended AudienceCollege Audience
LCCN2008-044875
Dewey Edition22
IllustratedYes
Dewey Decimal372.7/044
Table Of ContentSection 1 Developing Mathematical Thinking Section 2 Number Section 3 Shape, Space and Measure Section 4 Data handling Section 5 Planning, Assessment and Classroom Organisation
Edition DescriptionRevised edition,New Edition
SynopsisNow in its third edition, Mathematics in the Primary School is fully updated to reflect the new Primary National Strategy and revised standards for QTS., Now in its third edition, Mathematics in the Primary School has been updated to reflect recent mathematics curriculum documentation and revised standards for QTS. Key areas include: The role of talk in learning maths Teacher questioning Development of children's reasoning Creative engagement with maths Assessment for learning and self assessment Suggested resources for teachers including ICT Providing a coherent set of principles for teaching primary mathematics across the main topics in the curriculum, the authors explore children's understanding of key areas of mathematics, at reception, infant and junior levels. Important principles and teaching approaches are identified, including the use of calculators and computers, and there is an emphasis on mental mathematics and problem solving supporting key issues raised by the Williams review (2008). Case studies are used throughout to illustrate how different teaching approaches are put into practice and how children respond to them, and there is advice on planning, organisation and assessment of mathematical learning in the classroom. Emphasising the importance of teachers' own mathematical knowledge and offering clear guidance and practical advice, this book is essential reading for students, NQTs and practising teachers with a focus on primary mathematics.
LC Classification NumberQA135.5.M36934 2009

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