THE DOMINION ELEMENTARY ARITHMETIC
INTRODUCTION PART ONE THE ROLE OF THE MATHEMATICS COORDINATOR CHAPTER 1 THE BACKGROUND THE DEMANDS OF INSPECTION CHAPTER 2 THREE BROAD STAGES OF ROLE DEVELOPMENT BEGINNING NEGOTIATING YOUR ROLE WHEN TAKING UP A NEW APPOINTMENT JOB DESCRIPTIONS YOUR ROLE AS MATHS COORDINATOR SETTLING IN TO THE JOB EFFORTLESS EFFORT—MANAGING SUBTLE CHANGE SOME WAYS TO REVIEW YOUR ROLE BINDS AND OVERLOAD PART TWO WHAT MATHEMATICS COORDINATORS NEED TO KNOW CHAPTER 3 MANAGING THE CURRICULUM CONTENT THE IMPORTANCE OF A WHOLE SCHOOL PICTURE WORKING WITH THE STRUCTURE OF THE NATIONAL CURRICULUM MATHEMATICAL LITERACY AND USING AND APPLYING MATHEMATICS CONTENTS CONTENTS CHAPTER 4 THE NATIONAL CURRICULUM CONTENT AREAS NUMBER AND NUMERACY THE QUALITY OF CURRENT DEBATE DEVELOPMENTS IN THE NUMBER CURRICULUM THE ADVANTAGES OF NUMERACY LESSONS PREPARING FOR THE FUTURE ALGEBRA SHAPE, SPACE AND MEASURES THE IMPORTANCE OF MEASURES DATA HANDLING CHAPTER 5 A BROAD VIEW OF MATHEMATICS DEFINITIONS OF MATHEMATICS REAL MATHS AND CLASSROOM MATHS DEVELOPING THE CURRICULUM IN PRIMARY SCHOOL CHAPTER 6 TEACHING AND LEARNING MATHEMATICS TEACHING STYLES AND MANAGING CHANGE CLASSROOM PRACTICE AND ITS CENTRAL IMPORTANCE THINKING SKILLS AND LEARNING STYLES WHOLE SCHOOL APPROACHES TO TEACHING AND LEARNING CAN RESEARCH IN PSYCHOLOGY HELP? CHAPTER 7 PARENTS AND MATHEMATICS CHAPTER 8 PROFESSIONAL DEVELOPMENT THE SUBJECT LEADER’S OWN DEVELOPMENT PROFESSIONAL DEVELOPMENT AND THE SCHOOL DEVELOPMENT PLAN WORKING WITH COLLEAGUES SUPPORTING CHANGE IN SELF AND OTHERS RUNNING WORKSHOPS AND STAFF MEETINGS WORKING IN CLASSROOMS FINANCIAL SUPPORT AND THE BUDGET MAKING TIME FOR TALKING WORKING ALONGSIDE COLLEAGUES REVIEWING PRACTICE PART THREE WHOLE SCHOOL POLICIES AND SCHEMES OF WORK CHAPTER 9 RECENT CHANGES CHAPTER 10 A SUCCESSFUL MATHS PROGRAMME FOR CHILDREN A RATIONALE FOR A MATHEMATICS CURRICULUM KEY FEATURES IN SUCCESSFUL MATHEMATICS TEACHING USING COMPUTERS USING CALCULATORS WHAT’S INVOLVED AND WHAT’S ASSUMED IN TEACHING FOR UNDERSTANDING? CONTENTS CHAPTER 11 DEVELOPMENTS IN CURRICULUM PLANNING THE ELEMENTS OF CURRENT PLANNING CHAPTER 12 DEVELOPING A POLICY FOR MATHEMATICS GETTING STARTED WHEN THERE IS NO EXISTING WRITTEN POLICY POSSIBLE SECTIONS TO BE INCLUDED IN A POLICY DOCUMENT ORGANISING THE REVIEW AND REVISION OF POLICY DOCUMENTS CHAPTER 13 LONG-TERM PLANNING DOING THE LONG-TERM PLANNING COLLABORATIVELY LOOSE INTEGRATION BETWEEN MATHS AND OTHER SUBJECTS LINKING MATHEMATICS WITH OTHER SUBJECTS CHAPTER 14 MEDIUM-TERM PLANNING SUGGESTED SHEETS FOR MEDIUM-TERM PLANNING COMMERCIAL MEDIUM-TERM PLANNING MATERIAL MAKING CONNECTIONS BETWEEN SCHEMES OF WORK, MEDIUM-TERM PLANS AND RESOURCES CHAPTER 15 SHORT-TERM PLANNING CHAPTER 16 MONITORING THE PLANNING POINTS TO CONSIDER WHEN REVISING A SCHEME OF WORK WHAT A REVISED SCHEME SHOULD AIM TO PROVIDE PART FOUR MONITORING FOR QUALITY CHAPTER 17 ASSESSMENT EXERCISING PROFESSIONAL JUDGMENT EXPLORING THE RELATIONSHIP BETWEEN ATTAINMENT AND PROGRESS TRACKING PUPILS’ SIGNIFICANT ACHIEVEMENT TARGET SETTING IMPROVING TEACHING AND LEARNING PART FIVE RESOURCES FOR LEARNING CHAPTER 18 MANAGING RESOURCES HUMAN RESOURCES COURSES MATERIAL RESOURCES AUDITING DEVELOPING THE USE OF RESOURCES BUDGETING COMPUTER RESOURCES CONTENTS CHAPTER 19 USEFUL CONTACTS ADDRESSES WORLD WIDE WEB SUGGESTED READING REFERENCES