Richard Barwell – författare

‘This book moves us beyond a theoretical pondering of the issues and makes concrete suggestions for teachers and students for how things can be different in mathematics classrooms. This is long overdue.’

Peter Gates, University of Nottingham

Teaching Mathematics as if the Planet Matters explores how Mathematics teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world. It sets out a model for teaching and learning that allows teachers to examine existing approaches to teaching and draw upon the insights of mathematics as a discipline to help students relate classroom mathematics to global issues such as climate change, the economy, food supplies, biodiversity, human rights, and social justice.

Including practical examples, suggestions for teaching activities and detailed further reading sections, the book covers:

The true worth of a school subject is revealed in how far it can account for and respond to the major issues of the time. The issue of the environment cuts across subject boundaries and requires an interdisciplinary response. Mathematics teachers are part of that response and they have a crucial role in helping students to respond to environmental issues and representations.

‘This book moves us beyond a theoretical pondering of the issues and makes concrete suggestions for teachers and students for how things can be different in mathematics classrooms. This is long overdue.’

Peter Gates, University of Nottingham

Teaching Mathematics as if the Planet Matters explores how Mathematics teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world. It sets out a model for teaching and learning that allows teachers to examine existing approaches to teaching and draw upon the insights of mathematics as a discipline to help students relate classroom mathematics to global issues such as climate change, the economy, food supplies, biodiversity, human rights, and social justice.

Including practical examples, suggestions for teaching activities and detailed further reading sections, the book covers:

The true worth of a school subject is revealed in how far it can account for and respond to the major issues of the time. The issue of the environment cuts across subject boundaries and requires an interdisciplinary response. Mathematics teachers are part of that response and they have a crucial role in helping students to respond to environmental issues and representations.

This book reviews the key policy debates during the post-crash era, describing the issues that policymakers grappled with, the decisions that they took and the details of the policy instruments that were created.  Focusing specifically on issues in monetary and fiscal policy, chapters demonstrate that very little that was done during this period conformed to the simple textbook treatment of macroeconomic policy: central banks cutting policy rates or finance ministers cutting the rate of income tax. The author guides the reader through the revolution in the conduct of macroeconomic policy in an engaging and approachable manner, and illuminates the key innovations in the toolkit and themes in the debate over past years with great detail, from negative rates to quantitative easing, and from austerity versus financial repression, restructuring and default to productivity puzzles and deflation.

This book reviews the key policy debates during the post-crash era, describing the issues that policymakers grappled with, the decisions that they took and the details of the policy instruments that were created.  It focuses specifically on the policy regimes at the epicentre of the crisis: micro- and macro-prudential policy with chapters exploring the revolution in the conduct of macroeconomic policy in the period since the financial crisis. The author shows that throughout this period policymakers have had to balance two conflicting objectives – to repair balance sheets in the banking and public sectors whilst simultaneously trying to catalyse an economic recovery – and that has required them to innovate new tools and even new policy regimes in response. This book goes behind the jargon and explains what exactly policymakers at the Bank of England, the Treasury and beyond did and why, from QE to austerity to Basel III.

Mathematics classrooms are increasingly multilingual, whether they are found in linguistically diverse societies, urban melting pots or planned bilingual programs. The chapters in this book present and discuss examples of mathematics classroom life from a range of multilingual classroom settings, and use these examples to draw out and discuss key issues for the teaching and learning of mathematics and language. These issues relate to pedagogy, students’ learning, curriculum, assessment, policy and aspects of educational theory. The contributions are based on research conducted in mathematics classrooms in Europe, South Asia, North America and Australia. Recurring issues for the learning of mathematics include the relationship between language and mathematics, the relationship between formal and informal mathematical language, and the relationship between students’ home languages and the official language of schooling.

Mathematics classrooms are increasingly multilingual, whether they are found in linguistically diverse societies, urban melting pots or planned bilingual programs. The chapters in this book present and discuss examples of mathematics classroom life from a range of multilingual classroom settings, and use these examples to draw out and discuss key issues for the teaching and learning of mathematics and language. These issues relate to pedagogy, students’ learning, curriculum, assessment, policy and aspects of educational theory. The contributions are based on research conducted in mathematics classrooms in Europe, South Asia, North America and Australia. Recurring issues for the learning of mathematics include the relationship between language and mathematics, the relationship between formal and informal mathematical language, and the relationship between students’ home languages and the official language of schooling.