| About the authors |
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ix | |
| Foreword |
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xi | |
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1 | (16) |
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2 | (2) |
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A mathematics subject knowledge really does matter! |
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4 | (1) |
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The importance of talking mathematics |
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5 | (1) |
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The importance of reasoning for the development of your own mathematical knowledge |
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6 | (1) |
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What do we mean by `reasoning skills' and how do you develop them? |
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6 | (2) |
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The vocabulary of reasoning |
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8 | (1) |
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9 | (1) |
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10 | (1) |
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The Early Years Foundation Stage |
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11 | (1) |
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Mathematics in the National Curriculum |
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12 | (1) |
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Assessment of primary mathematics |
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13 | (1) |
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The Primary Framework for Literacy and Mathematics |
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14 | (1) |
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15 | (2) |
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2 Number: place value, addition, subtraction, multiplication and division |
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17 | (28) |
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20 | (1) |
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21 | (3) |
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24 | (1) |
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24 | (1) |
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25 | (3) |
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28 | (4) |
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32 | (3) |
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35 | (1) |
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36 | (1) |
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36 | (1) |
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37 | (1) |
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37 | (1) |
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38 | (7) |
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3 Number: fractions, decimals and percentages |
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45 | (32) |
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48 | (1) |
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48 | (3) |
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51 | (2) |
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53 | (1) |
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53 | (1) |
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54 | (1) |
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Multiplication of fractions |
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55 | (1) |
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55 | (1) |
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56 | (2) |
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Addition and subtraction of decimals |
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58 | (1) |
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Multiplication of decimals |
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58 | (1) |
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59 | (1) |
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Converting fractions and decimals |
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60 | (1) |
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Using mental strategies to calculate with fractions and decimals |
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61 | (1) |
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61 | (1) |
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62 | (2) |
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64 | (1) |
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65 | (2) |
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67 | (1) |
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68 | (9) |
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4 Mathematical language, reasoning and proof |
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77 | (40) |
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80 | (1) |
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81 | (2) |
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83 | (3) |
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86 | (2) |
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88 | (2) |
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Disproof by counter-example |
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90 | (2) |
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92 | (3) |
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95 | (1) |
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96 | (2) |
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Mathematical proof versus scientific theories |
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98 | (2) |
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100 | (1) |
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101 | (2) |
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103 | (1) |
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Structure in mathematics and language |
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104 | (2) |
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106 | (11) |
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5 Algebra, equations, functions and graphs |
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117 | (28) |
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119 | (2) |
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121 | (1) |
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Simplifying algebraic expressions |
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121 | (2) |
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123 | (1) |
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Using algebra to describe sequences |
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124 | (2) |
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Sequences -- extension (for those who are interested) |
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126 | (1) |
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Using algebra to prove general statements |
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127 | (1) |
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128 | (3) |
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131 | (1) |
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132 | (2) |
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Gradient of a straight line |
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134 | (1) |
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135 | (10) |
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145 | (20) |
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147 | (1) |
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The stages of development in understanding measures |
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147 | (1) |
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Direct comparison using matching, with no actual measuring |
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148 | (1) |
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148 | (1) |
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148 | (1) |
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Understanding units and measures |
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149 | (2) |
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151 | (1) |
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152 | (3) |
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155 | (1) |
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156 | (1) |
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157 | (1) |
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The abbreviations a.m. and p.m. |
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158 | (1) |
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159 | (6) |
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165 | (40) |
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167 | (1) |
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168 | (1) |
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169 | (1) |
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Regular or irregular polygons? |
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169 | (1) |
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170 | (1) |
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170 | (1) |
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171 | (1) |
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172 | (2) |
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174 | (2) |
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Congruence, 2-D transformations and similarity |
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176 | (1) |
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176 | (1) |
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177 | (1) |
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178 | (1) |
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179 | (6) |
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185 | (1) |
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186 | (1) |
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187 | (1) |
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187 | (1) |
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188 | (1) |
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189 | (1) |
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189 | (1) |
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Co-ordinates in four quadrants |
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190 | (2) |
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192 | (4) |
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Bearings and compass points |
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196 | (9) |
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205 | (20) |
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208 | (1) |
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209 | (1) |
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Discrete and continuous data |
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209 | (1) |
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Collecting, recording and representing data |
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209 | (1) |
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210 | (1) |
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211 | (3) |
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214 | (1) |
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215 | (1) |
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Finding and using the mean and other central measures |
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215 | (10) |
| Glossary |
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225 | (8) |
| References |
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233 | (6) |
| Index |
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239 | |
