Developing Maths Lesson Planning and Frameworks: Mastery, Logic and Reasoning in the Classroom

This book highlights the essential relationship between lesson planning and key mathematical elements such as mastery and reasoning. The exemplification of ideas through useful classroom strategies gives the book a practical basis, as well as theoretical.  I have no doubt that even experienced teachers will find this book enlightening and encourage them to re-evaluate elements of their practice. Hayley Hands, Secondary PGCE Mathematics Lead, Newcastle University, UK Developing Maths Lesson Planning and Frameworks provides much food for thought and includes many immediate take aways to reflect on or try out. This book will help enhance any maths teacher's lesson planning, from the trainee teacher to the experienced practitioner. Rose-Marie Rochester, Archimedes NE Maths Hub Lead/BHCET Director of Maths, UK Addressing the maths skills gap, Wang et al. propose a new method for maths lesson planning that harnesses the power of reasoning in mathematics teaching. Using a pedagogical approach called the Causal Connectivity Framework (CCF), this book helps teachers to support students in actively discovering the logical foundations upon which classroom activities are linked together.  The authors have diverse expertise and experiences as maths teachers, teacher educators and researchers, and this alternative approach is the result of long-term collaboration aimed at building up successful maths lessons from the very first steps lesson planning. Developing Maths Lesson Planning and Frameworks: Offers practical advice within a theoretical framework Ties in with UK National Curriculum requirements Contains detailed practical examples and visual aids throughout Reasoning is a critical component of maths learning, making this essential reading for maths teachers and teacher trainees as they help students to achieve maths mastery.  Linda Wang is Assistant Professor and PGCE secondary maths Lead at Durham University, UK. She is particularly interested in curriculum design at both secondary and lower primary level mathematics, and developing the educational impact partnership model to deliver Continuing Professional Development (CPD) to future-orientate Mathematics education. Chris Brown is Professor of Education at the University of Southampton, UK. His research interests include using Professional Learning Networks (PLNs) to promote the collaborative learning of teachers, as well as how research evidence can and should, but often doesnt, aid the development of education policy and practice. Jeremy Dawson is Area Co-ordinator for the Advanced Maths Support Programme at Durham University, UK. He has worked in a variety of diverse school settings around North East England and has extensive experience of teaching mathematics from KS2-KS5, as well as contributing and assisting on gifted and talented programs for prospective university entrants.