'I can't tell you how much I've enjoyed reading and thinking about this book. I would make staff read it, saving all our INSET budget. It resonates so well with our Teaching and Learning and Behaviour policies that staff, for various reasons, can't, won't, don't always apply...How can anyone resist a book where the words 'heuristic' and 'oodles' occur in adjacent sentences?...It is very readable and should have a big impact on Maths teaching.' Catherine Sykes, Deputy Headteacher, Gawthorpe High School, Burnley. Following the outrageously successful formula of Getting the Buggers to Behave, this extremely practical guide equips teachers with a huge number of strategies for improving pupils' numeracy skills in the classroom. Mike Ollerton shows how active learning, equipment based and surprise perspectives can bring mathematics alive. Brimming with useful tips and inspirational advice on every aspect of mathematics teaching, this book will prove essential reading for mathematics teachers everywhere.

 

This book is aimed at the following children: primary school, secondary school , university .

There are 208 pages in this book. It is a manual. This book was published 2004 by Bloomsbury Publishing PLC .

This book has the following chapters: How to grab the student's attention; Ideas and resources for the maths classroom; How to get the whole class involved; Typical maths scenarios; Classroom tricks; Even wackier classroom tricks; Getting the class on side; 1. How to grab the student's attention; Surprises; Mystery; Foci of students' attention; The value of having a problem or puzzle on the board as students enter the room; 2. Ideas and resources for the mathematics classroom; Simple starting points; Pythagoras' theorem; Graphical calculators; Paper folding; Grid papers; Maths equipment; Fun with Fibonacci; Collecting like terms (without realising you're doing so); 3. How to get the whole class involved; What is mathematics? Why learn mathematics? When do we use mathematics? 4. Typical maths scenarios; What to avoid; myths; Debunking the three-part lesson; 5. Classroom tricks; Asking ourselves as teachers, 'why teach mathematics?" Furniture arrangements; Puzzles and problems; Real-life contexts (e. g. the weather); Risk-taking; mathematical structures; 6. Even wackier classroom tricks; Dispensing with textbooks; The only thing that remains the same is change; Cutting down on meaningless marking and making marking more meaningful; the affective and cognitive; Thinking, feeling and doing; connections between interest, curriculum ideas and behaviour; Agreeing with colleagues to try out same lesson plan with same classes; 7. Getting the class on side; Display work; teacher expectations; Teacher personality; Rewards; Getting students to write their own test questions