Book Synopsis by Nor Azneza Binti Tashiron Synopsis 1: Mathematics Explained for Primary Teachers By Derek W.

Haylock ISBN: 9781848601970 Format: Paperback Publisher: SAGE Publications Ltd Edition: 4th Revised edition This new fourth edition of Derek Haylock's much loved textbook has been fully revised and restructured to match the current Attainment Targets for mathematics in England. Every chapter is written in a way that integrates children's learning, classroom practice and the teacher's own requirements for subject knowledge, making this the ideal text for primary PGCE courses. Some of the changes in the new edition include: two new chapters on mathematics in the primary curriculum and learning to learn mathematics; more prominence given to using and applying mathematics; sections matching the attainment targets for mathematics; more learning and teaching points highlighted throughout the text; further material on number, risk, use of ICT, graphs and data-handling; and, a research focus in every chapter. The companion website provides a glossary and additional material to enable primary trainees to prepare with confidence for the ITT Numeracy test, and provides details of how each chapter of the book is linked to the National Curriculum. This will be updated to reflect any updates to the National Curriculum as they are introduced. Extensively used on primary PGCE courses and undergraduate courses leading

Book Synopsis by Nor Azneza Binti Tashiron to QTS, this bestselling book is an essential resource for all trainee primary teachers. A companion Student Workbook is also available, which: provides selfassessment activities for students to check their understanding of key concepts; helps students to practise key mathematical processes and to apply mathematics in real-life situations; and, gives opportunities to apply their knowledge to teaching and learning.

Book Synopsis by Nor Azneza Binti Tashiron Synopsis 2: A Guide to Mathematics Leadership Sequencing Instructional Change By Don S. Balka, Ted H. Hull, Ruth Ella Harbin Miles Don S. Balka, Ted H. Hull, Ruth Harbin Miles ISBN: 9781412975438 Format: Paperback Publisher: SAGE Publications Inc This book helps mathematics leaders build a high-quality instructional programme based upon the five principles identified by the National Council of Teachers of Mathematics (NCTM, 2000): equity, curriculum, teaching, learning, and assessment, and the four leadership principles from the National Council of Supervisors of Mathematics in the PRIME Leadership Framework (NCSM, 2008): equity leadership, teaching and learning leadership, curriculum leadership, and assessment leadership. The authors provide an approach to improvement that includes: articulating the curriculum; implementing the curriculum; using effective instructional strategies; providing timely feedback; and, providing opportunities for collaboration and professional development. Leaders will find guidance on how to plan for long-term change and how to focus their time and energy towards short-term objectives, with the overarching goals of continually engaging and empowering mathematics teachers

Book Synopsis by Nor Azneza Binti Tashiron Synopsis 3: Fermi Problems in Primary Mathematics Classrooms: Pupils Interactive Modelling Processes By Andrea Peter-Koop University of Oldenburg, Germany This paper is based on the results of a 4-year study investigating primary pupils real-world problem solving and modelling strategies. In order to foster and highlight cooperative mathematical modelling processes, different real-world related Fermi problems were given to three grade 3 and 4 classes. Interpretative analyses of all group work episodes from these classrooms suggest that while most groups did not develop and implement a solution plan, in most cases multiple modelling cycles led to highly appropriate solutions. Numerous studies in the last two decades have highlighted the difficulties pupils (and teachers) experience when dealing with real-world related word problems (e.g. see Verschaffel, Greer, & deCorte, 2000; Reed, 1999; de Lange, 1998). These difficulties are not only related to complex, non-routine problems but already occur with respect to routine problems that involve the application of a simple algorithm. Due to difficulties with the comprehension of the text and the identification of the mathematical core of the problem, primary school children frequently engage in a rather arbitrary and random operational combination of the numbers given in the text. In doing so, they fail to acknowledge the relationship between the given data and the real-world context. Failure in solving so called real-world problems is obviously not related to alack of practice. In a

Book Synopsis by Nor Azneza Binti Tashiron quantitative study, Renkl and Stern (1994) who analysed the data of 568 pupils from a total of 33 German primary classrooms found that the success rate in solving traditional word problems is not significantly improved by repeated practice. Real-world problem solving involves the mathematisation of a nonmathematical situation (Winter, 1994), that is: the construction of a mathematical model with respect to the real-world situation, the finding (calculation) of the unknown, and and the transfer of the mathematical result derived from the mathematical model to the real-world situation. Research suggests that the greatest difficulty in this process relates to the identification of an appropriate mathematical model, which requires context knowledge of the real-world situation as well as creativity (Winter, 1994).