Issues in Mathematics Teaching

This book presents the key debates that the mathematics teacher will need to understand, reflect on and engage in as part of their professional development. "Issues in Mathematics Teaching" is suitable for those at initial training level right through to practicing mathematics teachers. Its accessible structure enables the reader to pursue the issues raised as each chapter includes suggestions for further reading and questions for reflection or debate.

Part I Setting The Scene: Raising the Issues 1. What is at Issue in Mathematics Teaching? Part II Issues in the Social Context of Mathematics Education 2. Mathematics Teaching in the Real World 3. Language, Social Class and Underachievement in School Mathematics 4. Gender, Reason and Emotion in Secondary Mathematics Classrooms 5. Ethnicity and Mathematics Education 6. We've Still Got to Learn! 'Students' Perspectives on Ability Grouping and Mathematics Achievement 7. What Values do You Teach When You Teach Mathematics? 8. Policy Practices and Principles in Teaching Numeracy: What Makes a Difference? Part III Issues in the Teaching and Learning of Mathematics 9. Teaching Mathematics Resourcefully 10. Dealing with Misconceptions in Mathematics 11. Adjusting to the Newcomer: Roles for the Computer in Mathematics Classrooms 12. Reading Mathematics Texts 13. Personal, Spiritual, Moral, Social and Cultural Issues in Teaching Mathematics Part IV Issues in the Assessment of Mathematics 14. Making Judgements About Pupils' Mathematics 15. The Place of Student Writing in Learning Teaching and Assessing Mathematics 16. Social Class and "Real-Life" Mathematics Part V Issues in the Culture of Mathematics Teaching 17. Inclusion, Learning and Teaching Mathematics: Beliefs and Values 18. Critical Mathematics Education 19. Comparing International Practice in the Teaching of Mathematics

Peter Gates teaches at the University of Nottingham's School of Education and has previously taught at the Open University and the University of Bath. Prior to this he worked as a mathematics teacher for thirteen years, including four years as head of department at a Milton Keynes comprehensive and a spell in Moçambique. He has edited and written numerous books and articles on teaching mathematics and is currently interested in how practices in schools in general, and mathematics education in particular, contribute to social exclusion. Peter is a member of the International Committee of the International Group for the Psychology of Mathematics Education. Peter is a member of the International Committee of the International Group for the Psychology of Mathematics Education.