Anne D. Cockburn is a Professor Emeritus in Early Years Education at the University of East Anglia (UEA). She was educated in Edinburgh before reading Psychology at the University of St Andrews. Subsequently, she trained to be a primary teacher and taught in Scotland. In 1979, she became a Research Fellow at the University of Lancaster, working with Neville Bennett and Charles Desforges. Her PhD was completed in 1986 at the UEA. Following a period of working as a researcher, she took up her first lectureship at UEA in 1989. She became an Associate Fellow of the British Psychological Society in 1994. Initially Anne′s teaching focused on pre-service teacher education (BA and PGCE), gradually extending to in-service courses (BPhil and MA) and research (PhD and EdD). Throughout, she continued with her own research, with many of the catalysts for her investigations stemming from the needs and interests of professional practitioners and those with whom they work. More recently, she also started working with MA counselling students. Anne has examined doctoral theses, undergraduate and postgraduate courses at universities across the United Kingdom, Australia and Norway. She was a member of the Economic and Social Research Council Board of Examiners for studentships (2002–2005).

• Zero: understanding an apparently paradoxical number - Anne d Cockburn and Paul Parslow-WilliamsEquality: Getting the right balance - Paul Parslow-Williams and Anne D CockburnBeginning to unravel misconceptions - Sara Hershkovitz, Dina Tirosh and Pessia TsamirInsights into children′s intuitions of addition, subtraction, multiplication and division - Dina Tirosh, Pessia Tsamir and Sara HershkovitzRight or Wrong? Exploring misconceptions in division - Pessia Tsamir, Sara Hershkovitz and Dina TiroshDeveloping an understanding of children′s acquisition of number concepts - Anne D CockburnHighlighting the learning processes - Graham Littler and Darina JirotkovaEveryday numbers under a mathematical magnifying glass - Carlo Marchini and Paoloa Vighi

′This book is a really interesting and useful volume...Each chapter has many questions, helpfully highlighted in boxes, so that the reader has the opportunity to pause and reflect. For me these questions turn this book from being good to excellent. Encouragingme to take the time to think about my own practice helps this book ask difficult but interesting questions. [It] is clearly aimed at primary teachers but I′m sure that secondary teachers would benefit hugely from this as well...I′m sure it will prompt useful and interesting discussions′ - Association of Teachers of Mathematics ′As a secondary teacher of mathematics I′ve found this a remarkable insight into the student′s thinking - giving me clear background information to help me think about my classes and their misconceptions and how I could help the children develop their thinking′ - Association of Teachers of Mathematics

Anne D. Cockburn is a Professor Emeritus in Early Years Education at the University of East Anglia (UEA). She was educated in Edinburgh before reading Psychology at the University of St Andrews. Subsequently, she trained to be a primary teacher and taught in Scotland. In 1979, she became a Research Fellow at the University of Lancaster, working with Neville Bennett and Charles Desforges. Her PhD was completed in 1986 at the UEA. Following a period of working as a researcher, she took up her first lectureship at UEA in 1989. She became an Associate Fellow of the British Psychological Society in 1994. Initially Anne′s teaching focused on pre-service teacher education (BA and PGCE), gradually extending to in-service courses (BPhil and MA) and research (PhD and EdD). Throughout, she continued with her own research, with many of the catalysts for her investigations stemming from the needs and interests of professional practitioners and those with whom they work. More recently, she also started working with MA counselling students. Anne has examined doctoral theses, undergraduate and postgraduate courses at universities across the United Kingdom, Australia and Norway. She was a member of the Economic and Social Research Council Board of Examiners for studentships (2002–2005).

• Zero: understanding an apparently paradoxical number - Anne d Cockburn and Paul Parslow-WilliamsEquality: Getting the right balance - Paul Parslow-Williams and Anne D CockburnBeginning to unravel misconceptions - Sara Hershkovitz, Dina Tirosh and Pessia TsamirInsights into children′s intuitions of addition, subtraction, multiplication and division - Dina Tirosh, Pessia Tsamir and Sara HershkovitzRight or Wrong? Exploring misconceptions in division - Pessia Tsamir, Sara Hershkovitz and Dina TiroshDeveloping an understanding of children′s acquisition of number concepts - Anne D CockburnHighlighting the learning processes - Graham Littler and Darina JirotkovaEveryday numbers under a mathematical magnifying glass - Carlo Marchini and Paoloa Vighi

′This book is a really interesting and useful volume...Each chapter has many questions, helpfully highlighted in boxes, so that the reader has the opportunity to pause and reflect. For me these questions turn this book from being good to excellent. Encouragingme to take the time to think about my own practice helps this book ask difficult but interesting questions. [It] is clearly aimed at primary teachers but I′m sure that secondary teachers would benefit hugely from this as well...I′m sure it will prompt useful and interesting discussions′ - Association of Teachers of Mathematics ′As a secondary teacher of mathematics I′ve found this a remarkable insight into the student′s thinking - giving me clear background information to help me think about my classes and their misconceptions and how I could help the children develop their thinking′ - Association of Teachers of Mathematics

Anne D. Cockburn is a Professor Emeritus in Early Years Education at the University of East Anglia (UEA). She was educated in Edinburgh before reading Psychology at the University of St Andrews. Subsequently, she trained to be a primary teacher and taught in Scotland. In 1979, she became a Research Fellow at the University of Lancaster, working with Neville Bennett and Charles Desforges. Her PhD was completed in 1986 at the UEA. Following a period of working as a researcher, she took up her first lectureship at UEA in 1989. She became an Associate Fellow of the British Psychological Society in 1994. Initially Anne′s teaching focused on pre-service teacher education (BA and PGCE), gradually extending to in-service courses (BPhil and MA) and research (PhD and EdD). Throughout, she continued with her own research, with many of the catalysts for her investigations stemming from the needs and interests of professional practitioners and those with whom they work. More recently, she also started working with MA counselling students. Anne has examined doctoral theses, undergraduate and postgraduate courses at universities across the United Kingdom, Australia and Norway. She was a member of the Economic and Social Research Council Board of Examiners for studentships (2002–2005).

• Zero: understanding an apparently paradoxical number - Anne d Cockburn and Paul Parslow-WilliamsEquality: Getting the right balance - Paul Parslow-Williams and Anne D CockburnBeginning to unravel misconceptions - Sara Hershkovitz, Dina Tirosh and Pessia TsamirInsights into children′s intuitions of addition, subtraction, multiplication and division - Dina Tirosh, Pessia Tsamir and Sara HershkovitzRight or Wrong? Exploring misconceptions in division - Pessia Tsamir, Sara Hershkovitz and Dina TiroshDeveloping an understanding of children′s acquisition of number concepts - Anne D CockburnHighlighting the learning processes - Graham Littler and Darina JirotkovaEveryday numbers under a mathematical magnifying glass - Carlo Marchini and Paoloa Vighi

′This book is a really interesting and useful volume...Each chapter has many questions, helpfully highlighted in boxes, so that the reader has the opportunity to pause and reflect. For me these questions turn this book from being good to excellent. Encouragingme to take the time to think about my own practice helps this book ask difficult but interesting questions. [It] is clearly aimed at primary teachers but I′m sure that secondary teachers would benefit hugely from this as well...I′m sure it will prompt useful and interesting discussions′ - Association of Teachers of Mathematics ′As a secondary teacher of mathematics I′ve found this a remarkable insight into the student′s thinking - giving me clear background information to help me think about my classes and their misconceptions and how I could help the children develop their thinking′ - Association of Teachers of Mathematics