This book provides guidance and insight into 'what mathematics leadership looks like in practice' and shows readers how they can develop from a confident teacher into a curriculum subject leader. It does this through a careful blend of pedagogy and practical application, supported by a range of real-world case studies and opportunities to reflect critically on classroom practice. Key coverage includes:
The planning and application that underpins subject leadership
How international perspectives can influence leadership of mathematics
How to develop fluency through problem solving and reasoning
How to champion inclusive practice in mathematics
Assessing children's understanding
This is essential reading for anyone studying primary mathematics on initial teacher education courses, including undergraduate (BA Ed, BA with QTS) and postgraduate (PGCE, PGDE, School Direct and SCITT) routes, NQTs seeking to develop into curriculum leadership roles and those already leading mathematics in their school.
Catherine Foley is an Associate Professor of Mathematics Education at the University of Reading. Prior to this, she was a primary school teacher in West Berkshire and Oxfordshire and subsequently became a leading mathematics teacher and local authority consultant. After several years working for the Primary National Strategy as a senior adviser in the mathematics team she moved to her current role in initial teacher training, teaching across a range of undergraduate and postgraduate programmes. She currently leads the school-based Primary School Direct programme and leads the mathematics teaching within primary post-graduate initial teacher training. Her doctoral research focused upon the study of girls' perceptions of mathematics, and she continues to work closely with schools. After many years as a primary teacher and mathematics subject leader Jane McNeill became a numeracy consultant in 1999, working for Oxfordshire Education Authority and then independently. As a numeracy and mathematics consultant, Jane worked extensively with local schools and also worked for national organisations including The National Strategies and the National Centre for Excellence in the Teaching of Mathematics. Building on her broad experience of supporting the professional development of teachers in schools, she decided to extend her repertoire by moving into Initial Teacher Education in 2010 and worked as a senior lecturer in Primary Mathematics Education at Oxford Brookes University until 2016. She has now returned to her role as an independent mathematics consultant. Stephanie Suter is a Senior Lecturer at Bath Spa University where she teaches mathematics to primary post-graduate trainees. She started her career as a primary school teacher and mathematics subject leader in Northamptonshire and Bedfordshire before becoming a local authority numeracy consultant. Stephanie then worked as a mathematics senior adviser for the Primary National Strategy before moving into initial teacher training. She was a Senior Lecturer at Oxford Brookes University and the University of Worcester before joining Bath Spa University and in these roles has taught mathematics across a wide range of undergraduate and postgraduate programmes, including School Direct and Teach First.
Section A: Leading Primary Mathematics Chapter 1: Becoming a leader of mathematical learning Chapter 2: Attitudes, beliefs and mindsets Section B: Extending pedagogy Chapter 3: International perspectives Chapter 4: Mathematical representation Chapter 5: Developing fluency Chapter 6: Problem solving and reasoning Section C: Leading inclusive mathematics teaching Chapter 7: Assessing mathematical learning Chapter 8: Inclusive practice in mathematics Chapter 9: Overcoming barriers to learning in mathematics Chapter 10: Mathematics across the curriculum Section D: Continuing development Chapter 11: Children and families: partners in learning Chapter 12: Continuing professional development