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Mathematics Explained for Primary Teachers
"This book explains the concepts and processes of the mathematics taught in primary schools. It aims to equip primary school teachers with the confidence to provide appropriate and careful explanation of mathematical ideas and procedures to their pupils, with an emphasis on the development of understanding, rather than mere learning by rote." This book provides a comprehensive, student-tested guide to the mathematics to be taught to children aged 5-11.
432 pages, Paperback
First published October 28, 1995
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Displaying 1 - 11 of 11 reviews
September 27, 2017
Nothing on earth could make Maths engaging to me, and this book certainly didn't succeed. It waffled on endlessly and was (considering Maths is supposedly all about figures) incredibly wordy.
Whilst reading this I quit my SCITT course due to the already impending sense of doom and increasing stress. I am glad that I did - after researching online the experiences of others who have had a similar experience (most graduate teachers apparently quit within five years) I feel I have made a lucky escape.
I will be selling this on ebay, even so I am sure there must be clearer/easier books on the market which just demonstrate the bare bones required to teach, not chapters and chapters of unnecessary meanderings.
Whilst reading this I quit my SCITT course due to the already impending sense of doom and increasing stress. I am glad that I did - after researching online the experiences of others who have had a similar experience (most graduate teachers apparently quit within five years) I feel I have made a lucky escape.
I will be selling this on ebay, even so I am sure there must be clearer/easier books on the market which just demonstrate the bare bones required to teach, not chapters and chapters of unnecessary meanderings.
October 13, 2026
I read the 4th edition of this, which is from 2010.
There's already 3 more editions, with the 7th edition, having come out in 2024.
Honestly, that's already a bit of a black mark against this. Is the field of mathematics evolving so rapidly that this book needed 3 different versions in 12 years? "Is this book imparting timeless wisdom or just trendy fads?" ... hmm, which one is more likely when it needs to be constantly updated?
Anyway, so apparently I read an old version. A few comments I've seen suggest newer ones are pretty different. On account of England having shifted their curriculum and this following the changing tides.
Overall I wasn't too impressed with this. This seems to be intended for relatively new primary teachers who probably don't like maths in the first place, weren't very good at it, and probably aren't confident about it but find themselves teaching it regardless. A naive person might think the whole point of teacher education training is to give them this kind of knowledge. But, nope, that's not what they pay money to learn. So they come to schools unequipped to actually teach children and have to buy books like this.
I was always good at maths. Turns out there was very little in this book for me. On that level: fine, I wasn't really the target audience and that's not the book's fault. At another level, though: sheesh, how terrible is teacher education that a book like this needs to exist? I haven't studied maths in probably 30 years and I'm not sure anything I really read here added to my mathematical knowledge.
None of that is really the reason for my low rating, though.
My low rating is because of the weird emphasis on calculators and "multiple strategies" (that are all equally valid) to solve things.
On calculators: while I admit to being anti-calculator I also found it weird that they topic was introduced so early (page 21!) like it is some burning issue that has to be addressed before 5 years old can start to learn 2+1. The author is at pains to repeatedly point out that even if you're using a calculator to do the "mere" calculations then in setting up the model, interpreting the mathematical solution back to the real world, and checking the solution "your contribution is significant mathematics". Even if you grant that calculators should be used in primary mathematics, it seems like the kind of thing you put in a later chapter and try to have a nuanced discussion about.
I guess I found all this calculator-apologism a bit weird. Especially since it isn't like the spread of calculators in the past few decades has led to some amazing flourishing of math understanding among students. "Getting calculations out of the way so they can focus on the Real Math" hasn't turned out to be some kind of winning strategy that has made millions love maths.
I guess that's maybe the thing I found most off-putting about this whole thing. He will reasonably frequently make claims that I probably disagree with but even more importantly....at this point we have decades of evidence that trying things that way isn't some orders-of-magnitude improvement. It is -- at best! -- an absolutely tiny marginal improvement. And at worst -- given zero progresss in math skills since these approaches became widespread -- actively harmful.
For example Chapter 8 introduces "mental strategies for addition and subtraction" and then tells us
One would think that if the vertical method were really so bad that switching away from it would have led to some massive jump in mathematical ability and attainment....of course, no such thing is present in the data. Also, doesn't Singapore teach vertical calculations in Year 1 with the standard algorithm and their maths results trounce the countries following the approach suggested in this book? I also strongly doubt the claim that "it is generally realized".....
Not too much longer later the authors tell us:
If that statement is your cup of tea, this might be the book for you. If that statement sounds like the wrong way to approach maths education then you should probably look elsewhere.
I much preferred Traditional Math: An effective strategy that teachers feel guilty using and Stephen Norton's Teaching and Learning Fundamental Mathematics.
There's already 3 more editions, with the 7th edition, having come out in 2024.
Honestly, that's already a bit of a black mark against this. Is the field of mathematics evolving so rapidly that this book needed 3 different versions in 12 years? "Is this book imparting timeless wisdom or just trendy fads?" ... hmm, which one is more likely when it needs to be constantly updated?
Anyway, so apparently I read an old version. A few comments I've seen suggest newer ones are pretty different. On account of England having shifted their curriculum and this following the changing tides.
Overall I wasn't too impressed with this. This seems to be intended for relatively new primary teachers who probably don't like maths in the first place, weren't very good at it, and probably aren't confident about it but find themselves teaching it regardless. A naive person might think the whole point of teacher education training is to give them this kind of knowledge. But, nope, that's not what they pay money to learn. So they come to schools unequipped to actually teach children and have to buy books like this.
I was always good at maths. Turns out there was very little in this book for me. On that level: fine, I wasn't really the target audience and that's not the book's fault. At another level, though: sheesh, how terrible is teacher education that a book like this needs to exist? I haven't studied maths in probably 30 years and I'm not sure anything I really read here added to my mathematical knowledge.
None of that is really the reason for my low rating, though.
My low rating is because of the weird emphasis on calculators and "multiple strategies" (that are all equally valid) to solve things.
On calculators: while I admit to being anti-calculator I also found it weird that they topic was introduced so early (page 21!) like it is some burning issue that has to be addressed before 5 years old can start to learn 2+1. The author is at pains to repeatedly point out that even if you're using a calculator to do the "mere" calculations then in setting up the model, interpreting the mathematical solution back to the real world, and checking the solution "your contribution is significant mathematics". Even if you grant that calculators should be used in primary mathematics, it seems like the kind of thing you put in a later chapter and try to have a nuanced discussion about.
I guess I found all this calculator-apologism a bit weird. Especially since it isn't like the spread of calculators in the past few decades has led to some amazing flourishing of math understanding among students. "Getting calculations out of the way so they can focus on the Real Math" hasn't turned out to be some kind of winning strategy that has made millions love maths.
I guess that's maybe the thing I found most off-putting about this whole thing. He will reasonably frequently make claims that I probably disagree with but even more importantly....at this point we have decades of evidence that trying things that way isn't some orders-of-magnitude improvement. It is -- at best! -- an absolutely tiny marginal improvement. And at worst -- given zero progresss in math skills since these approaches became widespread -- actively harmful.
For example Chapter 8 introduces "mental strategies for addition and subtraction" and then tells us
It is now generally realized that most of the problems that children encounter in calculations in primary schools are associated with them being introduced too early to formal algorithms, written in a vertical format. Vertical layouts for additions and subtractions especially lead children to treat the digits in the numbers as though they are individual numbers and then to combine them in all kinds of bizarre and meaningless ways.
One would think that if the vertical method were really so bad that switching away from it would have led to some massive jump in mathematical ability and attainment....of course, no such thing is present in the data. Also, doesn't Singapore teach vertical calculations in Year 1 with the standard algorithm and their maths results trounce the countries following the approach suggested in this book? I also strongly doubt the claim that "it is generally realized".....
Not too much longer later the authors tell us:
When formal written methods have been taught, encourage children still to look for an easier way to do additions and subtractions by mental and informal methods first, before resorting to formal written algorithms.
If that statement is your cup of tea, this might be the book for you. If that statement sounds like the wrong way to approach maths education then you should probably look elsewhere.
I much preferred Traditional Math: An effective strategy that teachers feel guilty using and Stephen Norton's Teaching and Learning Fundamental Mathematics.
August 19, 2014
This is a must-read for students and teachers teaching mathematics. It offers invaluable teaching points which can really change your view of teaching. It doesn't matter whether it's the 3rd or the 4th edition; this book will definitely extend your pedagogical knowledge. (Just beware of the outdated curriculum knowledge on the 3rd edition.)
September 12, 2009
This is a fantastic resource for those of us who struggled with math as children and are interested in facilitating and encouraging our children's learning. I wish math was taught to me this way!
August 5, 2022
+ great depth of content
+ Organised clearly in different chapters
+ Written with humor and enthusiasm!
+ Good examples
+ Digital edition included
- Paragraphs itself could be a bit clearer, as it is quite wordy for a maths book. Layout could do some tricks here.
+ Organised clearly in different chapters
+ Written with humor and enthusiasm!
+ Good examples
+ Digital edition included
- Paragraphs itself could be a bit clearer, as it is quite wordy for a maths book. Layout could do some tricks here.
February 28, 2019
A great 'go go's resource for anyone teaching primary maths
Read
February 20, 2021finished with coursework
December 10, 2020
I ordered this book for my PGCE and I'd say this is a very helpful book for primary teachers, or parents who wish to help their children with Maths, but who may not have the confidence to do so.
The book is broken down into sections covering, Mathematical Understanding, Reasoning & Problem solving, Numbers & Calculations, Further Number Concepts, Algebra, Measurement, Geometry, Statistics & Probability.There are also online links to help you along the way with self assesments.
The pages are clear to read, with good examples, explanations and diagrams.This is a great resource for new primary school teachers, as well as parents who wish to help their kids a little more.
The book is broken down into sections covering, Mathematical Understanding, Reasoning & Problem solving, Numbers & Calculations, Further Number Concepts, Algebra, Measurement, Geometry, Statistics & Probability.There are also online links to help you along the way with self assesments.
The pages are clear to read, with good examples, explanations and diagrams.This is a great resource for new primary school teachers, as well as parents who wish to help their kids a little more.
April 8, 2024
This was a textbook I had to read for my masters. I read it on behalf of my friend and I. I made sure to highlight and annotate it, while also providing her with chapter summaries, so that we could both claim to have done the work.
In truth, this textbook was dull and long to read. There was also a number of times where the writer pretty much insults the readers for not understanding maths, just because there are people who do not care for it. That was definitely annoying.
Once again, this was an academic reading. I would definitely not read it ever again, or even recommend it to people.
In truth, this textbook was dull and long to read. There was also a number of times where the writer pretty much insults the readers for not understanding maths, just because there are people who do not care for it. That was definitely annoying.
Once again, this was an academic reading. I would definitely not read it ever again, or even recommend it to people.
Read
August 1, 2011Urgh!!!!!!!!!!
Awful book.
Confusing instructions, a typo which threw me off balance completely with an exercise. Went to my AQA books in despair in the end to complete the self-assessments necessary for course. (Similar reports from peers.)
AVOID at all costs.
Awful book.
Confusing instructions, a typo which threw me off balance completely with an exercise. Went to my AQA books in despair in the end to complete the self-assessments necessary for course. (Similar reports from peers.)
AVOID at all costs.
January 26, 2014
very good resource
Displaying 1 - 11 of 11 reviews