The fifth edition of Teaching Primary Mathematics has been significantly revised and updated for the current educational environment. The organisation of the book has been redesigned to reflect feedback from readers and the approach taken by the Australian Curriculum: Mathematics.
Teaching Primary Mathematics provides teachers and students with a sound framework for the successful teaching of mathematics to primary students. It is suitable both as a core text for primary student teachers and as an indispensable reference for practicing primary teachers seeking to update their knowledge.
The text is structured into five sections:
SECTION 1 Mathematics Teaching and Learning
SECTION 2 Number and Algebra
SECTION 3 Measurement and Geometry
SECTION 4 Statistics and Probability
SECTION 5 Implementing Effective Mathematics Learning
Now in COLOUR! The text is beautifully designed and illustrated with graphics, diagrams, equations, games, etc, aiding accessibility and explanation and further enriching the reader with ideas for classroom use.
- Numeration now consists of two separate chapters, one focusing on whole number concepts and processes, the other addressing fraction ideas with an extended treatment of fractions as number lines and proportional reasoning.
- Computation has now been organised into two chapters, one focused on Additive processes, the other on Multiplicative ideas, to highlight the connections and differences among them.
- Algebraic thinking has been expanded to show how materials can be used to lay a foundation for the more formal algebra students will meet in their high school years.
- Measurement, Geometry, and Statistics and Probability have also been expanded and brought together into fully developed sequences that underpin new curriculum emphases.
- Assessment is critical in organising and framing children’s learning of mathematics, so this has now been integrated into the opening chapter where other overarching ideas of language, patterns, and the place of symbols are also discussed in detail.
- Issues in national assessment are highlighted, with examples drawn from across all content areas. Added are suggestions for assisting children to build a capacity to analyse and respond appropriately to the questions posed. Also included is diagnostic assessment of students who find particular aspects of mathematics difficult to learn.
- As Problem Solving is such a critical aspect of a contemporary mathematics program, means of assessing and assisting students problem solving abilities are now incorporated into Chapter 2. Here problem solving is examined in detail.
- A greater range of worked problems have been included. These can be used to develop mathematical abilities and assist with the forms of difficulties encountered by children and teachers.
- Chapters now contain sections on likely difficulties and how they might be addressed.
About the Authors
GEORGE BOOKER has been a Senior Lecturer in Mathematics Education at Griffith University where he has taught all introductory primary and special education student teachers. George has been widely published at the academic level and has written curriculum resources, produced teaching materials and developed a range of numeracy assessment items for use in schools. He provides ongoing Professional Learning in Numeracy and Problem Solving for schools and other organisations throughout Australia.
DENISE BOND is a teacher who has worked in classrooms from K to 12, in learning support and special education, as an education advisor and as a lecturer at Griffith University. Denise has extensive experience in the primary and special education sectors.
LEN SPARROW has been an Associate Professor in Primary Mathematics Education at Curtin University. Len was a primary school teacher in the United Kingdom and New South Wales before moving to teacher education. He has worked in primary mathematics education at Nottingham Trent University, Edith Cowan University as well as Curtin University.
PAUL SWAN has been a Senior Lecturer in Mathematics Education at Edith Cowan University where he has taught in the early childhood, K to 12, primary and middle years programs. Paul has worked as a primary teacher, secondary maths teacher and tertiary lecturer and consults with educational suppliers, school principals and school clusters to develop resources for use in schools. He was recently awarded a Fellowship from The Australian College of Educational Leaders for his work with school leaders on improving the teaching of mathematics in schools.