- 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.

- 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.

Providing essential guidance and background information about teaching mathematics, this book is intended particularly for teachers who do not regard themselves as specialists in mathematics. It deals with issues of learning and teaching, including the delivery of content and the place of problems and investigations. Difficulties which pupils encounter in connection with language and symbols form important sections of the overall discussion of how to enhance learning.

The curriculum is considered in brief under the headings of number, algebra, shape and space, and data handling, and...