Patrick Barmby – författare

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:

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:

From an infant’s first grasp of quantity to Einstein’s theory of relativity, the human experience of number has intrigued researchers for centuries. Numeracy and mathematics have played fundamental roles in the development of societies and civilisations, and yet there is an essential mystery to these concepts, evidenced by the fear many people still feel when confronted by apparently simple sums.

Including perspectives from anthropology, education and psychology, The Nature and Development of Mathematics addresses three core questions: Is maths natural? What is the impact of our culture and environment on mathematical thinking? And how can we improve our mathematical ability? Examining the cognitive processes that we use, the origins of these skills and their cultural context, and how learning and teaching can be supported in the classroom, the book contextualises each issue within the wider field, arguing that only by taking a cross-disciplinary perspective can we fully understand what it means to be numerate, as well as how we become numerate in our modern world.

This is a unique collection including contributions from a range of renowned international researchers. It will be of interest to students and researchers across cognitive psychology, cultural anthropology and educational research.