"For more than a decade, the 'Thompson Trilogy' has chronicled the ebb and flow of primary mathematics in England, to the benefit of anyone with an interest in children's learning. The first edition anticipated the National Numeracy Strategy, helping teachers to understand and to implement the new pedagogies. Ian Thompson devotees, past and present, will be delighted with this new edition, which maps the territory in the post-strategy era. Although set in the contemporary context of the most recent Reports and Reviews, many of the issues addressed in this edition are timeless, This is an important book - for the present, and for posterity." Tim Rowland, University of Cambridge, UK The new edition of this bestselling book provides an accessible guide to a wide range of research evidence about teaching and learning mathematics. Major changes in the primary mathematics curriculum in recent years – such as those recommended in the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage, the Williams, Rose and Alexander Reviews – are reflected throughout the book. The new edition comprises fourteen new chapters, including a section devoted to post-Williams issues and four popular chapters that have been retained and updated in light of the vast changes in the field. Key topics include: Using resources, ICT, AfL and problem solving approaches effectively Learning from errors and misconceptions Developing mental and written calculation The 'gifted and talented' Transition from EYFS into Key Stage 1 Intervention and the Every Child Counts programmeThis popular book is essential reading for all trainee and practising primary school teachers, classroom assistants and mathematics specialist teachers. Contributors: Mike Askew, Patrick Barmby, Meindert Beishuizen, Margaret Brown, Kev Delaney, Nick Dowrick, Sylvia Dunn, Richard English, Sue Gifford, Tony Harries, Steve Higgins, Jeremy Hodgen, Louise Matthews, Frank Monaghan, Mike Ollerton, Julie Ryan, Ian Thompson, John Threlfall, Julian Williams, Jan Winter

Table of Contents:
Part 1: Setting the context Swings and roundabouts Part 2: Post-Williams issues It ain't just what you do: Effective teachers of numeracy Teaching for understanding/Understanding for teaching Thinking aloud means talking allowed: Group work in the primary school mathematics classroom Making connections: Teachers and children using resources effectively Using problem solving approaches to learn mathematics The role of ICT Shaking the Foundations: Does the Early Years Foundation Stage provide a secure basis for early mathematics? Home-school knowledge exchange Part 3: Assessment issues Assessment for learning: What's all the fuss about? Children's mathematical understanding as 'work-in-progress': Learning from errors and misconceptions Part 4: Calculation issues Getting your head around mental calculation The empty number line Written calculation: Addition and subtraction Progression in the teaching of multiplication Progression in the teaching of division Part 5: Special needs issues Numbers Count: Developing a national approach to early intervention The 'gifted and talented'