Derek Haylock is an education writer, with an extensive list of publications in the field of mathematics education. He worked for over 30 years in teacher education, both initial and in-service, and was Co-Director of Primary Initial Teacher Training and responsible for the mathematics components of the primary programmes at the University of East Anglia (UEA) in Norwich. He has considerable practical experience of teaching and researching in primary classrooms. His work in mathematics education has taken him to Germany, Belgium, Lesotho, Kenya, Brunei, India and Sweden. As well as his publications in the field of education, he has written seven books of Christian drama for young people and a Christmas musical (published by Church House/National Society). For 15 years after his time at UEA, he was in great demand as a consultant and professional speaker. His work as a writer continues.

• IntroductionAims of mathematics teachingAlgorithmAnxiety about mathematicsAssessment for learningAssessment for teachingCognitive conflictConcept learningConservation of quantityConstructivismCreativity in mathematicsCross-cultural mathematicsCross-curricular mathematicsDeductive and inductive reasoningDifferentiationEquivalenceErrorsExplanationGender and mathematicsGeneralizationGiftedness in mathematicsHome as a context for numeracyInformal calculation methodInvestigation (enquiry)Language difficulties in mathematicsLow attainmentMaking connectionsMatch and mismatchMeaningful contextMeaningful learningMental calculationModelling process (representing)NumeracyPlay as a context for learning mathematicsPrinciple learningProblem solvingPurposeful activityQuestioningRote learningSkill learningTalkTransformationTransitivityUsing and applying mathematicsReferences

The book has some useful summaries and examples of important concepts in teaching. However I am not convinced by the separation of assessment into assessment for learning and assessment for teaching. It is hard, though, to do real justice to such a large field in a small section.

Derek Haylock is an education writer, with an extensive list of publications in the field of mathematics education. He worked for over 30 years in teacher education, both initial and in-service, and was Co-Director of Primary Initial Teacher Training and responsible for the mathematics components of the primary programmes at the University of East Anglia (UEA) in Norwich. He has considerable practical experience of teaching and researching in primary classrooms. His work in mathematics education has taken him to Germany, Belgium, Lesotho, Kenya, Brunei, India and Sweden. As well as his publications in the field of education, he has written seven books of Christian drama for young people and a Christmas musical (published by Church House/National Society). For 15 years after his time at UEA, he was in great demand as a consultant and professional speaker. His work as a writer continues.

• IntroductionAims of mathematics teachingAlgorithmAnxiety about mathematicsAssessment for learningAssessment for teachingCognitive conflictConcept learningConservation of quantityConstructivismCreativity in mathematicsCross-cultural mathematicsCross-curricular mathematicsDeductive and inductive reasoningDifferentiationEquivalenceErrorsExplanationGender and mathematicsGeneralizationGiftedness in mathematicsHome as a context for numeracyInformal calculation methodInvestigation (enquiry)Language difficulties in mathematicsLow attainmentMaking connectionsMatch and mismatchMeaningful contextMeaningful learningMental calculationModelling process (representing)NumeracyPlay as a context for learning mathematicsPrinciple learningProblem solvingPurposeful activityQuestioningRote learningSkill learningTalkTransformationTransitivityUsing and applying mathematicsReferences

The book has some useful summaries and examples of important concepts in teaching. However I am not convinced by the separation of assessment into assessment for learning and assessment for teaching. It is hard, though, to do real justice to such a large field in a small section.

Derek Haylock is an education writer, with an extensive list of publications in the field of mathematics education. He worked for over 30 years in teacher education, both initial and in-service, and was Co-Director of Primary Initial Teacher Training and responsible for the mathematics components of the primary programmes at the University of East Anglia (UEA) in Norwich. He has considerable practical experience of teaching and researching in primary classrooms. His work in mathematics education has taken him to Germany, Belgium, Lesotho, Kenya, Brunei, India and Sweden. As well as his publications in the field of education, he has written seven books of Christian drama for young people and a Christmas musical (published by Church House/National Society). For 15 years after his time at UEA, he was in great demand as a consultant and professional speaker. His work as a writer continues.

• IntroductionAims of mathematics teachingAlgorithmAnxiety about mathematicsAssessment for learningAssessment for teachingCognitive conflictConcept learningConservation of quantityConstructivismCreativity in mathematicsCross-cultural mathematicsCross-curricular mathematicsDeductive and inductive reasoningDifferentiationEquivalenceErrorsExplanationGender and mathematicsGeneralizationGiftedness in mathematicsHome as a context for numeracyInformal calculation methodInvestigation (enquiry)Language difficulties in mathematicsLow attainmentMaking connectionsMatch and mismatchMeaningful contextMeaningful learningMental calculationModelling process (representing)NumeracyPlay as a context for learning mathematicsPrinciple learningProblem solvingPurposeful activityQuestioningRote learningSkill learningTalkTransformationTransitivityUsing and applying mathematicsReferences

The book has some useful summaries and examples of important concepts in teaching. However I am not convinced by the separation of assessment into assessment for learning and assessment for teaching. It is hard, though, to do real justice to such a large field in a small section.