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About this product
- DescriptionTo what extent do curriculum subjects, particularly highly abstract ones such as Mathematics, have their own unique special needs? This book celebrates the work done by subject specialists in mainstream classrooms to promote inclusive practice. It describes new and creative ways of developing mathematical thinking among pupils. Each chapter demonstrates reflective minds at work, close observation of learners, willingness to understand the students' thinking process and patient commitment to students over long periods of time. Features of the book include: * how low-attaining students can think mathematically * numeracy recovery * task refusal in primary mathematics * progression in written calculation strategies for division * using graphic calculators with low-attaining pupils * generalising arithmetic: an alternative to algebra * learning support assistants in mathematics lessons * inclusion and entitlement, equality of opportunity and quality of curriculum provision.
- Author BiographyJenny Houssart writes regularly for the Times Educational Supplement and is currently a research fellow at the Centre of Mathematics Education, Open University. Caroline Roaf is a part-time senior lecturer at Westminster Institute of Education, Oxford Brookes University, and editor of Support for Learning, a journal of the National Association for Special Educational Needs (NASEN). Anne Watson is a lecturer in mathematics education at the University of Oxford.
- PublisherTaylor & Francis Ltd
- Date of Publication01/01/2005
- SubjectEducation & Teaching
- Series TitleDavid Fulton / Nasen
- Place of PublicationLondon
- Country of PublicationUnited Kingdom
- ImprintDavid Fulton Publishers Ltd
- Content Noteblack & white illustrations
- Weight544 g
- Width210 mm
- Height297 mm
- Spine9 mm
- Edited byAnne Watson,Caroline Roaf,Jenny Houssart
- Format DetailsTrade paperback (US)
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