"One feature of this book that sets it apart from others is the care that is taken to clarify the authors’ interpretation of the phrase ''teaching for understanding''. Each component of this interpretation – connections, representations, reasoning, communication and misconceptions – is then successfully incorporated as a theme in the subsequent chapters that develop important mathematical topics."
Ian Thompson, Visiting Professor at Edge Hill University and Northumbria University, UK

This important book aims to support and develop teachers'' understanding of the key primary mathematics topics. It takes an innovative approach by defining exactly what is meant by ''understanding'' and uses this model to examine and explain various mathematical topics.

The authors emphasize the importance of the different representations that can be used for mathematical concepts and inform the reasoning process. By focusing on understanding, the book also draws attention to common misconceptions that teachers may encounter in the classroom.

Key features:

• Specific focus on ''understanding'' to offer new insights in to how to teach the topics
• Case studies to demonstrate how to communicate mathematical topics in the classroom
• End of chapter questions to stimulate discussion

The authors integrate research and theory throughout, to highlight core issues. This theoretical background is also linked directly to classroom practice and informs suggestions for how topics can be communicated in the classroom. This offers valuable guidance to trainee teachers on how to teach the topics and presents experienced teachers with the opportunity to develop their subject and pedagogical knowledge.

"One feature of this book that sets it apart from others is the care that is taken to clarify the authors’ interpretation of the phrase ''teaching for understanding''. Each component of this interpretation – connections, representations, reasoning, communication and misconceptions – is then successfully incorporated as a theme in the subsequent chapters that develop important mathematical topics."
Ian Thompson, Visiting Professor at Edge Hill University and Northumbria University, UK

This important book aims to support and develop teachers'' understanding of the key primary mathematics topics. It takes an innovative approach by defining exactly what is meant by ''understanding'' and uses this model to examine and explain various mathematical topics.

The authors emphasize the importance of the different representations that can be used for mathematical concepts and inform the reasoning process. By focusing on understanding, the book also draws attention to common misconceptions that teachers may encounter in the classroom.

Key features:

• Specific focus on ''understanding'' to offer new insights in to how to teach the topics
• Case studies to demonstrate how to communicate mathematical topics in the classroom
• End of chapter questions to stimulate discussion

The authors integrate research and theory throughout, to highlight core issues. This theoretical background is also linked directly to classroom practice and informs suggestions for how topics can be communicated in the classroom. This offers valuable guidance to trainee teachers on how to teach the topics and presents experienced teachers with the opportunity to develop their subject and pedagogical knowledge.

"One feature of this book that sets it apart from others is the care that is taken to clarify the authors’ interpretation of the phrase ''teaching for understanding''. Each component of this interpretation – connections, representations, reasoning, communication and misconceptions – is then successfully incorporated as a theme in the subsequent chapters that develop important mathematical topics."
Ian Thompson, Visiting Professor at Edge Hill University and Northumbria University, UK

This important book aims to support and develop teachers'' understanding of the key primary mathematics topics. It takes an innovative approach by defining exactly what is meant by ''understanding'' and uses this model to examine and explain various mathematical topics.

The authors emphasize the importance of the different representations that can be used for mathematical concepts and inform the reasoning process. By focusing on understanding, the book also draws attention to common misconceptions that teachers may encounter in the classroom.

Key features:

• Specific focus on ''understanding'' to offer new insights in to how to teach the topics
• Case studies to demonstrate how to communicate mathematical topics in the classroom
• End of chapter questions to stimulate discussion

The authors integrate research and theory throughout, to highlight core issues. This theoretical background is also linked directly to classroom practice and informs suggestions for how topics can be communicated in the classroom. This offers valuable guidance to trainee teachers on how to teach the topics and presents experienced teachers with the opportunity to develop their subject and pedagogical knowledge.