Teaching Mathematics in the Secondary School (Developing as a Reflective Secondary Teacher)

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9781446259009: Teaching Mathematics in the Secondary School (Developing as a Reflective Secondary Teacher)
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 'Chambers and Timlin write with clarity and purpose. The authors link the theory of teaching mathematics with simple reflective questions and interesting maths tasks. There is practical advice on planning, assessment and differentiations, amongst other pertinent themes' -Jacqueline Oldham, PGCE Secondary Mathematics Course Tutor, St Mary's University College

'This is a very practical guide for learning to teach mathematics for student teachers on all training routes. Chapters are focused and readable but succeed in tackling issues in depth giving the reader strong academic support' -Anne Haworth, PGCE Secondary Mathematics Course Tutor, University of Manchester

This book is an essential companion for anyone training to teach mathematics in secondary education. It offers clear and engaging coverage of all major aspects of mathematics teaching that you will need to engage with in order to successfully train for the classroom.

This Second Edition includes:

  • a new chapter exploring different teaching approaches including active learning, effective group work and creative mathematics teaching
  • expanded coverage of assessment, using resources in the classroom and metacognition and learning
  • updated coverage of recent developments in education policy and the 2012 Teachers' Standards 

This is essential reading for anyone training to teach secondary mathematics including postgraduate (PGCE, SCITT) and school-based routes into teaching.

Free digital resources for extra support is available in the book's companion website. It includes:
  • Web links and further reading for each chapter
  • A video series of a sample classroom lesson filmed in a real-life setting
Visit www.sagepub.co.uk/chamberstimlin 

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Review:

'Chambers and Timlin write with clarity and purpose. We have recommended this book as one of the key texts for our PGCE (secondary) mathematics trainees. The authors link the theory of teaching mathematics with simple reflective questions and interesting maths tasks. There is practical advice on planning, assessment and differentiations, amongst other pertinent themes. Trainee teachers have incorporated this advice into their practice as well as reflected upon it in their Masters assignments'
-Jacqueline Oldham, PGCE Secondary Mathematics Course Tutor, St Mary's University College

'This is a very practical guide for learning to teach mathematics for student teachers on all training routes. Chapters are focused and readable but succeed in tackling issues in depth (there is extensive discussion of the place of proof in the teaching and learning of mathematics, for example, and a valuable exploration of mathematical misconceptions and how to deal with them).

The reader is given strong academic support; each chapter has a discussion of relevant research, which is interesting in itself, supports trainees' classroom teaching and provides sound starting points for Master's level assignments and research enquiries. As well as lists of references, the 'Further reading' sections discuss and provide insight into a small selection of relevant publications.

The book encourages a reflective approach; on frequent occasions there is a pause for a 'Point for reflection', useful both for individual thinking and writing and for group discussions.

Also welcome is the wealth of practical examples throughout the book that provide ideas and help to make points clear, such as examples of comments on pupils' written work, open and closed questions, and possible approaches to teaching particular topics'
-Anne Haworth, PGCE Secondary Mathematics Course Tutor, University of Manchester

'The revised edition offers comprehensive coverage of key issues in Mathematics teaching. The in depth coverage of issues such as assessment for learning and a wide variety of teaching strategies makes it a valuable resource not only for those training to teach mathematics but for those starting their career'
-Mark Boylan

Reader in Teacher Education, Sheffield Hallam University

About the Author:

Paul Chambers was educated at Cambridge and Nottingham Universities. Subsequently, he worked in three different schools before spending many years recruiting and training teachers of mathematics at one of the largest providers of teacher education in the country. He has worked as external examiner for two universities. He has direct experience of several different programmes of initial teacher education, including full-time and flexible PGCEs and a three-year BSc with Qualified Teacher Status. He is fully conversant with the demands of other routes into teaching, such as School Direct and Teach First programmes. Previous publications include several articles in mathematics magazines for teachers and joint authorship of teachers’ packs for AS and A level mathematics. He was one of Her Majesty’s Inspectors for nine years.


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Published by Sage Pubns Ltd (2013)
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