By Sue Johnston-Wilder, Clare Lee, David Pimm
Studying to coach arithmetic covers a variety of matters within the educating of arithmetic. It offers aiding actions to the coed to let them to translate the threory offered into perform.
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Extra info for Learning to Teach Mathematics in the Secondary School: A Companion to School Experience
Sample text
Any form of assessment must be seen to be fair to all pupils and should not disadvantage any social grouping. This requires a greater variety of modes of assessment, and so project work and the on-going assessment of coursework is highly valued. The GCSE qualification initially had scope for a large percentage of assessment by coursework, and so was welcomed by the Social Reformers. Because of the status that certain mathematical qualifications have within UK society, helping pupils to pass external exams remains crucial, so teachers have to work within the existing assessment system.
These have sometimes been issued in conjunction with the curriculum Orders and sometimes separately. The first non-statutory guidance (NCC, 1989) gave extensive support and is still a helpful and relevant document for teachers. The current curriculum body, the Qualifications and Curriculum Authority (QCA), has details of publications currently available (its address can be found in Appendix 2). In Scotland, because there is no statutory element, the recommendations and the supplementary guidance are all issued in a single document (SOED, 1991).
Ernest, P. (1991) The Philosophy of Mathematics Education, Basingstoke: Falmer Press. This book is an ambitious work that seeks both to offer a new philosophy of mathematics and to examine its impact on mathematics education. The influence of different ideologies on mathematics education is explored in some detail. MA (1995a) Why, What, How? Some Basic Questions for Mathematics Teaching, Leicester: The Mathematical Association. This booklet provides a good example of an outcome from the recent attempt by one of the mathematics teaching associations to produce a coherent rationale for mathematics teaching.