Transforming Primary Mathematics

‘Lively and thought provoking…at a key time in the development of primary mathematics teaching and learning. It offers a very much richer model of mathematics learning than is available to many young learners and has the potential to have a real impact on the way mathematics is taught.’ - Jan Winter, Bristol University, UK

What is good mathematics teaching? What is mathematics teaching good for? Who is mathematics teaching for?
Under-pinned by findings from the largest research programme into primary mathematics funded in recent years, Transforming Primary Mathematics offers a clear, practical approach to implementing fundamental change in curriculum, classroom environment and teaching styles. It offers an inspiring, sometimes controversial, and often unconventional look at the subject of mathematics, by:


Endorsing the use of a ‘new mathematics’ – one based on problem solving, modelling and inquiry, not on abstract rules, memorising, and regurgitation


Arguing that there is more to maths teaching than ‘death by a thousand worksheets’


Challenging norms, such as the practice of sorting children into sets based on their perceived mathematical ability


Advocating an environment where teachers are encouraged to take risks


Looking at how best to prepare learners for an unknown future


Encouraging reflection on teachers’ own beliefs and values about mathematics.

Transforming Primary Mathematics is for all primary school teachers who want to make mathematics welcoming, engaging, inclusive and successful.

Mike Askew is Professor of Primary Education at Monash University, Melbourne. Until recently he was Professor of Mathematics Education at King's College, University of London, UK. A former primary school teacher, he now researches, speaks and writes on teaching and learning primary mathematics.

Preface 1. Introduction Part 1: Thinking through mathematics 2. Thinking about learning 3. Thinking about curriculum 4. Thinking about teaching Part 2: Transforming primary mathematics 5. Mathematical activity: Mindful or Fluent? 6. Variation theory 7. Transforming the learner 8. Building mathematical community Part 3: Teaching tripod 9. Tasks 10. Tools 11. Talk Coda Acknowledgements References