`This wonderful book contains everything you need to know to teach maths to children in the nursery and infant school. It is incredibly thorough, very well thought out and with sufficient detail to satisfy every need from a student writing an essay and planning a lesson, to classroom teachers and those on a masters course. The style is clear, illustrations are thought-provoking and the whole structure of the book demonstrates an in-depth understanding of what early years classroom teachers really want to know.... This book deserves to be read by everyone in early years education because it is so utterly practical - yet also analytical with plenty of cross-references to both research and resources. Great stuff!' - Primary Maths & Science
`This book is very thorough, practical and accessible..... I think this book deserves to be on primary bookshelves to be dipped into, because it does encourage good reflective practice and suggests ways of tackling problems effectively. I especially like the way it recognizes that at all times we are dealing with people: parents, children, teachers and other educational professionals' - Mathematics Teaching
In this comprehensive study of mathematics curriculum management in nursery and infant schools, the author highlights and clarifies the different elements that have been identified in recent reports as `good practice' in managing the teaching and learning of mathematics in the early years of schooling, with illustrations from practice. The book examines the formulation of a mathematics policy, the role of the mathematics co-ordinator, resource management, partnerships with parents, planning processes, classroom and lesson management, assessment, managing differentiation, record-keeping and reporting. The author offers many practical suggestions for managing the active teaching and learning of mathematics in the classroom.
PART ONE: THE PROCESS OF LEARNING MATHEMATICS IN THE EARLY YEARS OF SCHOOLING Learning Mathematics through Interactive Play Making Connections between Concrete Mathematical Experiences and Abstract Thinking Processes Common Problems Children Experience When Learning Mathematics PART TWO: MATHEMATICS: MANAGEMENT AT SCHOOL LEVEL Formulating a Whole School Policy for Mathematics The Role of the Mathematics Co-ordinator (1) Supporting Developments in Mathematical Provision The Role of the Mathematics Co-ordinator (2) Management of Mathematical Resources Developing and Managing Partnerships with Parents The Management of Long-and Medium-Term Planning for Mathematics PART THREE: MATHEMATICS: MANAGEMENT AT CLASSROOM LEVEL Resource Management in the Classroom Mathematics Lesson Management Planning Mathematical Activities (1) Number Planning Mathematical Activities (2) Different Contexts PART FOUR: MANAGING ASSESSMENT IN RELATION TO MATHEMATICS Planning for Assessment Baseline Assessment Managing Continuous Assessment Managing National Assessment in Mathematics at KS1 (SATs) PART FIVE: MANAGING DIFFERENTIATION, RECORD-KEEPING AND REPORTING IN RELATION TO MATHEMATICS Managing Differentiation in the Teaching of Mathematics Supporting Low Attainers in Mathematics Supporting Gifted Children in Mathematics Managing Record-Keeping Managing Reporting