"This book is the third in an important trilogy of edited collections on the teaching and learning of primary mathematics. To each book the editor, Ian Thompson, has attracted a team of expert contributors, and himself set the characteristically high standard of writing and clarity... When, in 10 or 20 years' time, people want to know about the state of English primary mathematics at the turn of the 21st century, they will turn to this volume. You would do well to read it now." Mathematics in Schools"This is the third book in the popular series edited by Ian Thompson that brings together an impressive array of contributing authors. Current issues are discussed in an informed but concise way that makes research accessible to the wider community of mathematics educators." Julia Anghileri, University of CambridgeThis book explores the effect that the National Numeracy Strategy and its successor, the Primary Strategy, have had on the way in which mathematics is taught in primary schools. Prominent contributors examine the Strategies' recommendations from the perspective of their own research areas or interests, and discuss the issues involved, including: Ideas for extending current practice Suggestions of important aspects of mathematics teaching that are being given little or no emphasis Alternative approaches that could be integrated into current practice Aspects of current practice that need to take account of recent research findings or emerging issues. Each chapter discusses implications for teaching and learning primary mathematics. The book will be particularly useful for trainees, practising teachers, mathematics coordinators and numeracy consultants.Contributors: Mundher Adhami, Mike Askew, Carol Aubrey, Margaret Brown, Ann Dowker, Rosemary Hafeez, Steve Higgins, Keith Jones, Lesley Jones, Valsa Koshy, Alison Millett, Claire Mooney, Laurie Rousham, Malcolm Swan, Ian Thompson, Helen J Williams.

Table of Contents:
Section one: Subject content issues 1.Making space for geometry in primary mathematics Keith Jones and Clare Mooney2.Deconstructing the National Numeracy Strategy’s approach to calculation Ian Thompson 3.The Empty Number Line: a model in search of a learning trajectory? Laurie Rousham Section 2: Pedagogical issues 4.‘When we were very young’: The foundations for mathematics Carol Aubrey5.Parlez-vous Mathematics? Steve Higgins 6.From lesson objectives to lesson agenda: flexibility in whole-class lesson structure Mundher Adhami 7.Word problems: Cinderellas or wicked witches? Mike Askew 8.The problem with problem-solving Lesley Jones Section 3: Assessment issues 9.Using assessment to improve teaching and learning Rosemary Hafeez10.Making sense of mathematics Malcolm Swan Section 4: Intervention Issues 11.Interventions in numeracy: individualized approaches Ann Dowker12.Nurturing mathematical promise Valsa Koshy Section 5: Information and communication technology issues 13.Calculators for all? Helen J Williams and Ian Thompson14.Does ICT make mathematics teaching more effective? Steve Higgins Section 6: Research issues 15.Place value: the English disease? Ian Thompson16.Brain-based research on arithmetic: implications for learning and teaching Ann Dowker Has the National Numeracy Strategy raised standards? Margaret Brown and Alison Millett Index