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• Cover Page
• Half Title Page
• Series Page
• Title Page
• Copyright Page
• Dedication
• Contents
• List of illustrations
• List of tasks
• Notes on contributors
• Foreword
• Series editors’ preface
• Preface to the fourth edition
• Introduction
• Acknowledgements
• 1 Why do we teach mathematics?
• Introduction
• Mathematics and you
• Key purposes of mathematics education
• Putting it together
• Policy, practice and agencies for change
• 2 Mathematics in the National Curriculum
• Introduction
• The presentation of the National Curriculum
• Performance standards and assessment within the curriculum
• International comparisons and interpretations of the National Curriculum
• Secondary mathematics programmes of study
• 3 Learning mathematics A cognitive focus
• Introduction
• A classroom example
• What do we mean by learning?
• 4 Learning mathematics An affective focus
• Introduction
• Affective issues in mathematics teaching and learning
• Taking account of affect in teaching: mathematical resilience
• 5 Planning for mathematics learning
• Introduction
• Teachers planning lessons
• Planning a lesson
• Planning collaboratively
• Planning sequences of lessons
• Planning for inclusion and equity
• Planning for out-of-school learning
• Developing expertise for creative teaching
• 6 Teaching for mathematics learning
• Introduction
• Teaching as listening, as asking and as telling
• An interlude on fluency and on understanding
• Forms of classroom organisation
• Resources and ideas for enhancing your teaching
• 7 Assessing mathematics learning
• Introduction
• Assessment for learning
• Assessment of learning
• 8 Communicating mathematically
• Introduction
• The nature of mathematical language
• Writing mathematically
• Communication as the key to assessment
• 9 Learning mathematics through digital technology
• Introduction
• Some background
• Calculating devices
• Spreadsheets
• Graph plotters
• Graphing technology
• Dynamic geometry packages
• Coding and programming languages – Logo
• Apps, applets and other small teaching programs
• The internet, video and CD-ROMS
• 10 Perspectives and practices in the mathematics classroom
• Introduction
• Focus on technique: mathematical thinking
• Focus on application: mathematics in context
• Focus on understanding: mastery teaching
• 11 Working mathematically with students with special educational needs
• Introduction
• Public aspect: policies and professionalism
• Personal aspect: orienting to special educational needs
• Practical aspect: inclusion of students with SEND in the mathematics classroom
• One of a team
• 12 Teaching mathematics post-16
• Introduction
• Knowledge for teaching
• Qualifications: types and levels
• Mathematics and qualifications post-16
• Institutions catering for post-16 students
• The nature of students post-16
• Teaching styles
• Preparing to teach a topic
• The use of technology in post-16 mathematics
• Reflecting on the past: looking to the future?
• 13 Getting the whole picture
• Introduction
• The whole curriculum
• The whole person
• 14 Professional development
• Introduction
• Finding the right post
• The first year of teaching
• Developing as a teacher
• Developing as a mathematician
• Developing as a mathematics teacher
• Career development
• Appendix 1 Glossary of terms
• Appendix 2 Sources and resources
• Appendix 3 Making closed tasks open
• Appendix 4 Practical task – rolling balls
• Appendix 5 Group task
• References
• Name and author index
• Subject index