′Chambers and Timlin write with clarity and purpose. The authors link the theory of teaching mathematics with simple reflective questions and interesting maths tasks. There is practical advice on planning, assessment and differentiations, amongst other pertinent themes′ -Jacqueline Oldham, PGCE Secondary Mathematics Course Tutor, St Mary′s University College
′This is a very practical guide for learning to teach mathematics for student teachers on all training routes. Chapters are focused and readable but succeed in tackling issues in depth giving the reader strong academic support′ -Anne Haworth, PGCE Secondary Mathematics Course Tutor, University of Manchester
This book is an essential companion for anyone training to teach mathematics in secondary education. It offers clear and engaging coverage of all major aspects of mathematics teaching that you will need to engage with in order to successfully train for the classroom.
This Second Edition includes:
- a new chapter exploring different teaching approaches including active learning, effective group work and creative mathematics teaching
- expanded coverage of assessment, using resources in the classroom and metacognition and learning
- updated coverage of recent developments in education policy and the 2012 Teachers′ Standards
This is essential reading for anyone training to teach secondary mathematics including postgraduate (PGCE, SCITT) and school-based routes into teaching.
Free digital resources for extra support is available in the book′s companion website. It includes:
- Web links and further reading for each chapter
- A video series of a sample classroom lesson filmed in a real-life setting
Paul Chambers was educated at Cambridge and Nottingham Universities. Subsequently, he worked in three different schools before spending many years recruiting and training teachers of mathematics at one of the largest providers of teacher education in the country. He has worked as external examiner for two universities. He has direct experience of several different programmes of initial teacher education, including full-time and flexible PGCEs and a three-year BSc with Qualified Teacher Status. He is fully conversant with the demands of other routes into teaching, such as School Direct and Teach First programmes. Previous publications include several articles in mathematics magazines for teachers and joint authorship of teachers’ packs for AS and A level mathematics. He was one of Her Majesty’s Inspectors for nine years.
Robert Timlin studied mathematics and theoretical physics then undertook further studies leading to the award of a PhD. Rob qualified as a teacher after a PGCE where he studied with co-author Paul Chambers. Rob has taught in several schools in the North West of England and in London. He has been both a successful Head of Department and Assistant Headteacher. He has also worked as an educational consultant, advising local authorities and other public and private bodies on the teaching of mathematics. He has taught on a number of higher education courses, including the establishment of a successful PGCE Mathematics course at Liverpool John Moores University, and the role of Principal Lecturer in Mathematics Education at Manchester Metropolitan University. He has taught on undergraduate teaching courses and on mathematics degree courses as well as on Master’s degrees in educational practice.
