Brought to an American audience for the first time, How I Wish I'd Taught Maths is the story of an experienced and successful math teacher's journey into the world of research, and how it has entirely transformed his classroom.

Mastery in Primary Mathematics contains clear, practical guidance for both teachers and leaders on how to implement a mastery approach in the classroom that transcends any particular context, school type or scheme currently being used. Filled with research-based evidence, case studies and concrete examples of teaching for mastery used successfully, this is the ideal toolkit to implementing a mastery approach across a school, regardless of expertise. Moulding pupils into confident and successful mathematicians is one of the most important jobs of a primary school. It can also be one of the most difficult. Teaching for mastery gives pupils the best possible understanding of mathematics and implementing it involves a two-pronged approach: mastery must be embedded in the classroom, but will only work with the full support of the school's leadership team. Based on educational research and school case studies, Mastery in Primary Mathematics gives practical advice on introducing and sustaining teaching for mastery, with sections for both class teachers and school leaders. In this must-have guide, Tom Garry, NCETM Maths Mastery Specialist Teacher, covers the areas of variation theory, mathematical reasoning and the use of correct mathematical language, and equips leaders with the necessary tools to make the mastery approach work across a school. With a view to planning at three levels – curricular, unit and lesson – in order to fully arm educators with the means to plan effectively, Tom draws on cognitive science as current developments in this field are crucial to understanding how children learn.

This book contains 70 ready-to-use mathematics lessons suitable for students aged 14-16. Some lessons offer alternative routes through the curriculum, such as practising indices by solving radical equations, while others concentrate on difficult ideas, like appreciating that not all mathematical relationships are linear. Each plan consists of a teacher's sheet, providing: • the aims and objectives of the lesson • a lesson starter, main phase, plenary and homework ideas, each with suggested timeframes • guidance on how to adapt the activities to cater for students working at different levels; and • online resources, including links to useful websites, material to display on the whiteboard and additional ideas. Each plan also includes a photocopiable or downloadable student task sheet that corresponds to the teacher's sheet. The lessons focus on problem solving and putting mathematics into context, and are an essential resource for any busy teacher of mathematics.

When Ruth Gemmill's younger brother Alex fails to return her calls, she sets off to check up on him. Unable to find him in Greenwell, the town where he has been living and teaching, she begins her tentative enquiries. She soon discovers the locals to be frustratingly unhelpful, while the eerie town holds more questions than clues. Why are the police so uncooperative? Why is Greenwell so dark and lonely? And who is the 'grey man' the schoolchildren saw Alex with not long before he went missing? As Ruth becomes concerned that something terrible has happened to her brother, events escalate mysteriously, dangerously out of control. Then in one fearful moment she is sure she glimpses the abusive ex-boyfriend she left behind in London, the man who caused her years of torturous pain. Too late, Ruth realises that her worst fears haunt her still, and that she is at the centre of a far darker nightmare than she could ever have imagined...

This book provides readers with an overview of recent international research and developments in the teaching and learning of modelling and applications from a variety of theoretical and practical perspectives. There is a strong focus on pedagogical issues for teaching and learning of modelling as well as research into teaching and practice. The teaching of applications of mathematics and mathematical modelling from the early years through primary and secondary school and at tertiary level is rising in prominence in many parts of the world commensurate with an ever-increasing usage of mathematics in business, the environment, industry and everyday life. The authors are all members of the International Community of Teachers of Mathematical Modelling and Applications and important researchers in mathematics education and mathematics. The book will be of interest to teachers, practitioners and researchers in universities, polytechnics, teacher education, curriculum and policy.​

Mathematics Teaching On Target is a guidebook for improving mathematics teaching, based on the Teaching for Robust Understanding (TRU) Framework and its five dimensions – The Mathematics, Cognitive Demand, Equitable Access, Agency, Ownership, and Identity, and Formative Assessment. You’ll be guided to refine your classroom activities across the five TRU dimensions, and your students will become more knowledgeable and resourceful thinkers and problem solvers. Each chapter in Mathematics Teaching On Target introduces a set of easy-to-use questions for the hands-on improvement of lesson activities, such as: Think of an activity you use with your students. Is it as mathematically rich as it might be? Does it stretch your students in the right ways, inviting “productive struggle”? Can all students engage with it, in ways that allow them to grow as mathematical thinkers? What evidence will student work provide, helping you revise the activity so that it works better both in the moment and next time? You’ll find examples at the elementary, middle, and secondary levels for each dimension that show how addressing these questions can enhance mathematics instruction. Ideal for your individual classroom, learning community, or district-level and wider professional development efforts, this book will enable you to help more students engage with mathematics in increasingly powerful ways. Beyond individual lessons, this book will also accelerate teacher development by helping you focus and reflect on what really counts in your instruction.

Foreword by British TV and film actor, Idris Elba. At the age of 15, Jamal Edwards was starting to build a social media empire. Using a hand-held camera, he filmed his mates rapping, giving them a platform to showcase their skills. The response the videos received was phenomenal. With so much demand for his videos, Jamal quit his part-time job and by the age of 20 had signed a deal with Sony RCA to become CEO of his own record label, Just Jam Records. Now 22, Jamal Edwards is CEO of SB.TV, the UK's most successful online youth broadcaster with over 150 million views. So you want to know how Jamal beat the system and made it big in business his own way? Self Belief: The Vision will help you learn how: a mix of inspirational business book, memoir and game, these 6 ebooks (each of which are a Level) will teach the reader how Jamal overcame obstacles on the way to success, as he shares his tips for getting to the top. But the reader has to be up for the challenge. In each of the six downloadable 'Levels', the reader will find out how to make their dream idea a reality, using Jamal's life as an inspiration. There are crunch decision points where the reader has to choose which path they'll take on their business journey. Each ebook works via links, so the reader has to follow their chosen route, where they'll have to do tasks set by Jamal and ultimately learn how to build up their self-belief. Level 6 is 'Keep It Fresh', where Jamal keeps pushing you to stretch yourself and find out just how much you're capable of. You'll look at improving on your initial idea or product, look at things you might be worrying about, check in with the competition and make sure you're keeping your focus.

This essential and aspirational text is aimed at all beginning teachers whatever your training route, age phase and setting. It explicitly adopts and builds on a new metaphor for teachers' professional learning as interplay between the body of public knowledge and the practical wisdom of teachers within a particular school setting. It also accepts that 'telling' you how to teach is ineffective; you need to 'become a teacher' because it involves identity and practice. Inquiry-based critically reflective learning with a clear focus on the learning of pupils is proposed as the core strategy by which you can build your knowledge and skills to become an outstanding teacher. Core topics, including planning, inclusion, teaching, assessment and professional development, are tackled in an accessible and refreshing way, using key research informed evidence. The focus is relentlessly on 'learning' rather than performance, in order to support you becoming an excellent professional teacher, rather than a competent technician, who makes a difference to learners, colleagues, schools and policy. Think of this book as a temporary or additional mentor, challenging you with different ways of thinking about learning and providing strategies to guide your professional learning. “It takes 10 years or more to begin to be a brain surgeon, but sometimes we get 1-3 years at most before we are allowed to work with children’s brains as teachers. So we need inspirational teachers and this is the focus of this compact, powerful and insightful book. It is wonderfully designed around five of the most critical dilemmas in our classrooms: belief vs. ability; autonomy vs. compliance; abstract vs. concrete; feedback vs. praise; and collaboration vs. competition. The power of the book is that it illustrates the new move to focus on learning power – and such a focus permits every student to become smarter through effort and deep practice as they struggle with the high-challenge learning activities – in the presence of inspirational, impactful and passionate teachers. The perfect book for those who want to make most of their opportunity to enhance students’ brain power.” John Hattie, Director, Melbourne Education Research Institute

This book provides guidance and insight into ′what mathematics leadership looks like in practice′ and shows readers how they can develop from a confident teacher into a curriculum subject leader. It does this through a careful blend of pedagogy and practical application, supported by a range of real-world case studies and opportunities to reflect critically on classroom practice. Key coverage includes: The planning and application that underpins subject leadership How international perspectives can influence leadership of mathematics How to develop fluency through problem solving and reasoning How to champion inclusive practice in mathematics Assessing children′s understanding This is essential reading for anyone studying primary mathematics on initial teacher education courses, including undergraduate (BA Ed, BA with QTS) and postgraduate (PGCE, PGDE, School Direct and SCITT) routes, NQTs seeking to develop into curriculum leadership roles and those already leading mathematics in their school.