Thinking Deeply about Primary Mathematics is a comprehensive exploration of the ideas, theories and practices of most value to beginning teachers, as well as any teacher with the desire to improve their practice.

Immediately applicable in the classroom and supported by robust analysis of research into mathematics teaching, this book is designed to provide inspiration for specialised teaching assignments with the power to enhance both the rate and quality of your professional development journey.

Through the use of expertly crafted explanations, examples and tasks, each chapter will guide you step by step through the otherwise intimidating world of primary mathematics teaching.

This book is perfect for teachers driven to become highly effective practitioners. It also serves as a blueprint for school leaders looking to develop the abilities of their teachers and ensure the highest quality mathematics education for all children.

Teacher proficiency is a vast uneven continuum but in taking time to think deeply about primary mathematics we allow ourselves with the opportunity to build a solid base from which a successful, fulfilling career can be constructed.

The insight and expertise provided by Thinking Deeply About Primary Mathematics is essential for anyone involved in the teaching of mathematics.

About the Author

Kieran Mackle is a teacher, MaST (Primary Mathematics Specialist Teacher) and Specialist Leader of Education, who has worked with numerous schools, local authorities and training providers to deliver training and school-to-school support.

Upon the completion of his B.Ed. at St. Mary's University College, Belfast, Kieran moved to Medway to become a class teacher before taking on the leadership roles of assistant and deputy head teacher of schools in areas of high socio-economic deprivation.

In 2017 he was appointed Mathematics Specialist and Collaboration Lead across three Gravesham primary schools, spearheading a project funded by The Worshipful Company of Goldsmiths', developed to enhance aspirations and outcomes of disadvantaged children through support for teachers in their mathematics professional development.

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