Primary Mathematics: Integrating Theory with Practice

by Penelope Serow, Rosemary Callingham, Tracey Muir

Overview

Primary Mathematics: Integrating Theory with Practice provides a comprehensive introduction to teaching and learning mathematics in today's classrooms. Closely aligned with the Australian Curriculum: Mathematics, this text covers the core learning areas of measurement, space and geometry, early number concepts, data and statistics, chance and probability, and patterns and algebra. The text also addresses key considerations for teachers, such as planning, assessment, differentiation and teaching outside traditional contexts. The third edition has been thoroughly revised and features three new chapters focusing on the General Capabilities and Cross-Curricular Priorities, implementing STEM strategies in the primary setting, and the transition to practice. Each chapter highlights how the theory of teaching mathematics can be put into practice effectively and includes new guided reflective questions and student tasks. Written by an expert author team, Primary Mathematics remains an essential resource that will prepare and excite pre-service teachers for their future as mathematics educators.

Product Details

ISBN-13:	9781108633710
Publisher:	Cambridge University Press
Publication date:	08/07/2019
Sold by:	Barnes & Noble
Format:	eBook
File size:	76 MB
Note:	This product may take a few minutes to download.

About the Author

Penelope Serow is Associate Professor of Mathematics Education at the University of New England, Australia. She has worked on various development projects in Pacific Island contexts. She is actively involved in research in the areas of primary, secondary and pre-service mathematics education. Areas of research include assessment for learning practices, making the most of available tools in the mathematics classroom to actively engage students, and providing community-focused opportunities for teacher education in remote locations.
Rosemary Callingham is a mathematics educator at the University of Tasmania. She has an extensive background in mathematics education in Australia, at school, system and tertiary levels, including mathematics curriculum development and implementation, large-scale testing, and pre-service teacher education. Her specific research interests include teachers' pedagogical content knowledge, statistical literacy, mental computation, and assessment of mathematics and numeracy.
Tracey Muir is an Associate Professor in Mathematics Education at the University of Tasmania. Her teaching expertise has been recognised through a number of Teaching Merit Certificates, a VC Team Award for Teaching Excellence, an OLT Team award for Teaching Excellence and a VC Citation for Outstanding Contribution to Student Learning. She is an Executive Member of the Mathematics Association of Tasmania, a previous editor of Australian Primary Mathematics Classroom (APMC), and a past Vice President (Development) of the Mathematics Education Research Group of Australasia. Her research interests include effective teaching of numeracy, student engagement, flipped learning and teacher knowledge. She regularly conducts professional leaning for teachers and has delivered workshops, presentations and keynote addresses at national and international conferences.

Table of Contents

1. Teaching mathematics today with tomorrow in mind; 2. Exploring early mathematical development; 3. Exploring measurement; 4. Exploring geometry; 5. Exploring whole number computation; 6. Part-whole numbers and proportional reasoning; 7. Exploring patterns and algebra; 8. Exploring data and statistics; 9. Exploring chance and probability; 10. Capitalising on assessment for, of and as learning; 11. Planning for mathematics teaching in the twenty-first century classroom; 12. Diversity in the primary mathematics classroom; 13. General capabilities and cross-curriculum priorities; 14. Science, technology, engineering and mathematics (STEM) in the primary setting; 15. Surviving as an 'out of field' teacher of mathematics; 16. Teaching mathematics beyond the urban areas; 17. Considerations for implementing ICT in the mathematics classroom; 18. Becoming a teacher of mathematics.