Mathematics Across the Curriculum: Problem-Solving, Reasoning and Numeracy in Primary Schools

Contents......Page 6
Acknowledgements......Page 10
Preface......Page 11
Changes and developments in Primary Education as it applies to mathematics since 1989......Page 12
The focus of the book......Page 13
The organization of the book......Page 14
Websites......Page 16
Introduction to the principles of good teaching and learning......Page 17
Progress towards a twenty-first-century curriculum......Page 18
Planning issues including daily lessons......Page 20
The requirement for inclusion......Page 22
Differentiation of work within the class......Page 23
Grouping......Page 25
Assessment......Page 26
The value of the use of resources......Page 30
The use of display......Page 34
The role of the teacher......Page 35
Websites......Page 40
Introduction to using and applying mathematics since 1989......Page 42
Communicating......Page 43
Reasoning......Page 46
Enquiring......Page 49
Representing......Page 51
How to develop mathematical work that gives children the opportunity to use and apply their mathematical knowledge, skills and understanding......Page 53
Teaching style......Page 54
Websites......Page 56
3 Teaching Problem Solving......Page 57
Introduction to problem solving......Page 58
The process of problem solving......Page 59
Teaching the skills and strategies of problem solving......Page 60
Problem posing......Page 61
Finding the right problems......Page 63
The teacher as a problem solver......Page 66
Making a problem accessible to children of different abilities......Page 67
Group work......Page 68
An example of a problem from a content-driven learning outcome that supports collaborative learning......Page 70
Teacher starting points, support and intervention during problem-solving activity......Page 71
What of the future?......Page 76
Websites......Page 77
4 Mathematics Across the Curriculum, an Introduction......Page 78
The benefits of cross-curricular working......Page 79
Mathematics for its own sake......Page 80
Adapting, combining and embedding mathematics within the curriculum......Page 81
How to combine/embed mathematics within other curriculum areas......Page 82
Checklist for successful cross-curricular work featuring mathematics......Page 83
Websites......Page 85
Mathematics and science......Page 87
Mathematics and design and technology......Page 92
Websites......Page 96
Mathematics and history......Page 97
Mathematics and geography......Page 100
Websites......Page 105
Mathematics and art and design......Page 106
Mathematics and music......Page 111
Story books linked with the art work......Page 115
Websites......Page 116
Mathematics and English......Page 117
Mathematics and modern foreign languages (MFL)......Page 127
Websites......Page 131
Mathematics and physical education......Page 132
Mathematics and religious education......Page 136
Websites......Page 140
Introduction to the Early Years Foundation Stage (EYFS)......Page 141
EYFS planning......Page 142
Developments specifically related to developing children’s mathematical thinking and skills......Page 143
Case study – boxes and bags, buckets and buttons......Page 145
Introduction to mathematics and extended schools facilities......Page 157
Study support......Page 159
Case Study – a mathematics trail based at a study support centre attached to League 1 Football Club......Page 160
Family learning......Page 162
Case study – course for parents of pre-school children......Page 163
Two school-based courses involving parents......Page 168
Provision of mathematical resources for parents and children......Page 170
Websites......Page 174
1. Table of educational developments since 1989 and their mathematical implications......Page 175
2. NCETM exemplification of TDA standards (as they apply to mathematics) for Qualified Teacher Status......Page 179
3. Opportunities to use ICT within the National Curriculum for Mathematics......Page 193
4. Examples of story books to inspire, enhance and inform mathematical work......Page 195
F......Page 198
P......Page 199
W......Page 200