Why do some students achieve more than others? Do we have to wait until pupils are "ready"? Can children discover math for themselves? Does language interfere with the learning of math? This classic text, written from the viewpoint of the math teacher, provides answers to these and many more questions. Each chapter explores a particular issue that illustrates the interaction between theory and practice. New chapters have been included on cognition, pattern, and ICT.
'I greatly enjoyed reading it and found much to think about and reflect upon. It is a worthy successor to the original edition and can be recommended as a source of useful material on many key issues in mathematical education.' Mathematical Gazette