Aspects of Teaching Secondary Mathematics: Perspectives on by Linda Haggarty

By Linda Haggarty

If newbies within the school room are to be involved in arithmetic, academics have to be either good expert approximately present tasks and ready to see how what's anticipated of them may be translated into wealthy and stimulating school room options.

The booklet examines present tasks that have an effect on educating arithmetic and identifies guidelines for motion within the school room. Divided into 3 significant sections, it seems to be at:

  • the altering arithmetic school room at basic, secondary and tertiary level
  • major parts of the secondary curriculum
  • practical pedagogical problems with specific obstacle to arithmetic academics.

Each factor is explores when it comes to significant underpinnings and examine in that region, and functional rules will be drawn from the textual content and carried out within the reader's school room perform. every one bankruptcy has been written by means of a well-respected author, researcher and practitioner of their box and all proportion a typical objective: to seem thoughtfully and intelligently at a few of the functional concerns dealing with arithmetic lecturers and supply their views on these issues.

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Extra info for Aspects of Teaching Secondary Mathematics: Perspectives on Practice

Sample text

You have to work at connecting the mathematics within the curriculum to obtain a holistic view of mathematics for progression and assessment. Information and Communications Technology (ICT) permeates the Programmes of Study and offers an integral resource for the learning of mathematics (though not part of the formal assessment arrangements). General software mentioned includes spreadsheets, databases, geometry and graph packages. Each of these offers a new range of alternatives for teaching and for learning and for thinking about mathematics.

Under these headings you will find details of mathematical processes (mainly verbs) which you may not remember working on when you were learning mathematics. It is not immediately obvious what Ma1 is about nor how the role of the teacher in planning for pupils to experience and improve in Ma1 is to be defined. It is all very well having the document but what will you carry around in your head? For this reason Ma1 will require particular attention when planning and also for assessing pupil outcomes (Ma1 has eight level descriptions).

M. (1991) ‘An analysis of diverging approaches to simple arithmetic: preference and its consequences’, Educational Studies in Mathematics, 22(6): 551–74. Hart, S. (1998) ‘A sorry tail: ability, pedagogy and educational reform’, British Journal of Educational Studies, 46(2): 153–68. Kieran, C. (1990) ‘Cognitive processes involved in learning school algebra’, in P. Nesher and J. Kilpatrick (eds) Mathematics and Cognition: a research synthesis by the THE CHANGING PRIMARY MATHEMATICS CLASSROOM international group for the psychology of mathematics education (ICMI Study Series), Cambridge: Cambridge University Press: 96–112.

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