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on 29 April 2017
On time, as expected, no hassles, Happy
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on 27 July 2017
Brilliant book with understandable explanations of everything and great layout. I do hope there wil be an new edition soonish.
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on 19 December 2016
Useful support for teachers
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on 19 October 2015
Excellent read
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on 30 January 2018
I find Key Ideas... a contributor to my own understanding of school mathematics, its teaching and learning. Typical section titles include, 'Student's algebra learning', 'The challenge of teaching and learning calculus and analysis', 'Proof and proving'. It's true the book is not a "What Shall I Do Tomorrow" handbook, more background, but even sections with such perhaps theoretically-oriented titles as 'Learners' progression in spatial and geometrical reasoning' contain pointers that directly as well as indirectly support classroom planning and practice.
- Teaching has been called a craft, but is more akin to engineering, a professional activity underpinned - at least implicitly - by theories about how children learn, and how they may effectively be taught, albeit obscured perhaps by a 'target culture' which casts teaching as mere instruction in behaviours.
I believe 'Key Ideas in Teaching Mathematics:...' a valuable contribution to teachers at any stage of their work in the mathematics classroom.
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VINE VOICEon 14 June 2013
Format: Paperback|Vine Customer Review of Free Product( What's this? )
First this is a book for teachers and those thinking about and researching in maths teaching. This is not a book for parents who want to help their children with their maths homework.

This is written as part of the on-going collaboration between the Nuffield Foundation and schools to try and understand the problems and limits of maths teaching. Although it goes from 9-19 it is valuable to anyone who teaches maths from year 6 onwards and even at FE and HE levels to help those who have a patchy maths background. It looks at the aspects of the curriculum, why they were introduced (this was very enlightening) and why students have problems and how teachers can address those problems.

The book is supported by extensive online resources that can be accessed from QR codes (I am going to start doing this for my own web resources as it is a great idea). This is probably not a book to be read from cover to cover but as a resource for teachers looking for research to inform their teaching methods this is a must have reference.
4 people found this helpful
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on 17 May 2013
Format: Paperback|Vine Customer Review of Free Product( What's this? )
This book is informed heavily by research and is quite scholarly and dense. It tackles a curriculum area such as probability, by discussing up to date research, some teaching ideas and then lists links to the Nuffield site for more detailed resources (along with smart phone app scanners). It is not an easy or light read and reqires a substantial time input. especially in order to follow up the links.

I am finding it quite useful for some Maths Education postgrad work I am involved with- not sure a busy full time teacher would normally spend the time required to get to grips with this book. It is also relatively pricey. It would be a good addition to a teaching uni's library and of help to those writing assignments that need to refer to recent research findings.
3 people found this helpful
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VINE VOICEon 28 June 2013
Format: Paperback|Vine Customer Review of Free Product( What's this? )
For my daughters I find that there is so much tiresome anecdotal evidence about how to teach mathematics - everyone has an opinion.

None of which helps when trying to look at how best to tackle the mastery of pre-algebra or fractions and the necessary transition into algebraic thought.

This book is not a straightforward guide to maths pedagogy but the analysis of the major issues in teaching children across that difficult pre to post algebra in their maths education.

I have coupled this with the pre-algebra exercises in Khan Academy and we seem t be making real progress.

It is extremely insightful and should be on every parent's bookshelf if they care about not falling into the traps and cliches of being bad a maths.
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VINE VOICEon 2 July 2013
Format: Paperback|Vine Customer Review of Free Product( What's this? )
From an academic perspective this is a good solid publication, bringing together some key ideas, research and findings in one book. However, it does read like academic research (I'm an ex-academic and have spent most of my working life in roles that involve research of one form or another) which means that there's plenty of discussion and debate, but I felt that for the more general reader and especially for the teaching practitioner, there isn't enough gathering, concluding and recommending to turn this into a truly practical guide for teachers of mathematics.

Basically, if you're a parent looking for ways to help your children with their maths, or busy teacher looking for practical and pragmatic ideas on how to improve your teaching or incorporate the latest findings on how children acquire maths skills, you'll need to to a lot more work to distil out the best stuff from this work.

It's good, solid stuff, it just requires the reader to do the digesting...
8 people found this helpful
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VINE VOICEon 10 July 2013
Format: Paperback|Vine Customer Review of Free Product( What's this? )
Whilst the book suggests that it covers the age range 9-19 it is really aimed at the over 11s and is more secondary orientated.
That being said, it is a very good way of establishing how to build the fundamentals for secondary maths and the challenges pupils face. This is not a book for parents wanting to help their child progress with maths rather it is a book designed for teachers or those who are involved in mathematics research. As such it can be rather heavy going and requires dedication on the part of the reader to persevere with it. For those to whom maths does not come naturally or easily, this book may be a struggle. It is, however, valuable in adding to understanding of maths skills development and may be helpful to the practitioner who needs to understand the problems and limits of mathematics teaching approaches.
Mathematics is an essential area of the curriculum and anything that adds to understanding of how improvements can be made in teaching approaches is valuable. This is, however, quite an academic approach and requires a lot of time for thought from the reader. For the busy practitioner the time for thought may not be available. A little bit of a lighter approach may have made this more practical for use 'in the field' by educators.
A valuable collaboration between the Nuffield Foundation and schools which has made a great contribution to understanding of mathematics learning and teaching.
One person found this helpful
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