Description
Book SynopsisSome students think mathematically. They have the curiosity to notice relationships, the confidence to ask why, and the knowledge to understand the answer. They are the lucky ones.Many others just "do" maths. They look at a question, think about how to answer it, answer it, and then move on.In this book, Craig Barton, maths teacher and best-selling author of How I wish I'd taught maths, offers an approach to help all our students think mathematically. It requires the careful sequencing of questions and examples, the role of the teacher, and the mathematical behaviour of our students. It has transformed his teaching. Drawing upon research into the Self-Explanation Effect, the Hypercorrection Effect and Variation Theory, together with two years of developing this approach with teachers and students around the world, Craig describes exactly what this looks like in the classroom.But be warned: not everyone agrees. Indeed, it is this very approach that led to Craig being labelled as "the most dangerous and clueless man in maths education". If that is not a recommendation to keep reading, I don't know what is.
Trade Review'This is another game-changer of a book from the formidable Mr Barton.' -- Jo Morgan, author of A COMPENDIUM OF MATHEMATICAL METHODS
Table of ContentsForeword by Jo Morgan Introduction Chapter 1: Intelligent Practice Chapter 2: Where does Intelligent Practice fit in? Chapter 3: Different features of Intelligent Practice sequences Chapter 4: Intelligent Practice FAQs Chapter 5: Rule Chapter 6: Different uses of Rule Chapter 7: Pattern Chapter 8: Demonstration Chapter 9: Summary table Chapter 10: Teachers writing their own sequences of questions and examples Conclusion A recipe for change?
