Teaching Mathematics in Primary Schools

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Allen & Unwin, 2004 - Education - 346 pages
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The book focuses on learning outcomes and the general principles that underlie educational practices rather than any specific curriculum. current approaches to mathematics education are explained and critiqued, and insights into why some students have difficulties with mathematics are provided. Teachers are shown how to encourage their students to develop deep learning in mathematics, and to relate mathematics to the rest of the curriculum. [Back cover]

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Theoretical foundations for contemporary mathematics
Language and mathematics
Language error analysis
Planning for teaching
Working mathematically
Early number
Basic facts and mental computation
Written algorithms
Rational number
Patterns and algebra
Chance and data

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Page 61 - Cooper, B. and Dunne, M. (1999) Assessing Children's Mathematical Knowledge: Social Class, Sex and Problem Solving, London: Open University Press, de Corte, E. and Verschffell, L. (1991) 'Some factors influencing the solution of addition and subtraction word problems
Page 32 - Mathematics, social class and linguistic capital: An analysis of a mathematics classroom. In B. Atweh, H. Forgasz & B. Nebres (Eds.), Socio-cultural aspects of mathematics education: An international perspective (pp. 201-215). Mahwah, USA: Lawrence Erlbaum.
Page 119 - HM, & Zangor, R. (2000). Creating meaning for and with the graphing calculator.
Page 45 - The influence of rewording verbal problems on children's problem representations and solutions', Journal of Educational Psychology 77:460-470.
Page 62 - HARRIS, P. (1991) Mathematics in a Cultural Context: Aboriginal Perspectives on Space, Time and Money, Geelong: Deakin University Press.
Page 60 - BECKER, JP, SILVER, EA, KANTOWSKI, MG, TRAVERS, KJ. and WILSON, JW (1990) 'Some observations of mathematics teaching in Japanese elementary and junior high schools', Arithmetic Teacher, 38(2), pp.
Page 61 - Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex and setting. Buckingham: Open University Press. Boaler, J., Wiliam, D., & Zevenbergen, R. (2000). The construction of identity in secondary mathematics education. In JF Matos & M. Santos (Eds.), Proceedings of mathematics education and society conference (pp.
Page 253 - Volume is the amount of space taken up by an object. Capacity is the amount an object can hold.

About the author (2004)

Robyn Zevenbergen is Associate Professor in Mathematics Education and Deputy Director of the Centre for Learning Research at Griffith University. She is also a member of the Queensland School Curriculum Council's Mathematics Syllabus Advisory Committee. Shelley Dole is Senior Lecturer in Mathematics Education at RMIT University. She has conducted extensive classroom research in mathematics misconceptions, teaching and learning percent, the development of proportional thinking, early number and mental computation. Bob Wright is Associate Professor in the School of Education at Southern Cross University and coauthor of Teaching Number (Paul Chapman 2002) and Early Numeracy (Paul Chapman 2000).

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