Do teachers of mathematics need theories? -- What cognitive demands are made in learning mathematics? -- Could we enhance learning through optimum sequencing? -- Must we wait until pupils are ready? -- Can pupils discover mathematics for themselves? -- Is an appreciation of pattern important in learning mathematics? -- Does what we learn depend on where we are? -- Why do some pupils achieve more than others? -- Does language interfere with learning mathematics? -- Is there a theory of mathematics learning? -- Can pupils construct mathematical knowledge for themselves.
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Text of Note
'Learning Mathematics' is written from the viewpoint of the maths teacher. Each chapter explores a particular issue that illustrates the interaction between theory and practice. New chapters have been included on cognition, pattern and ICT, all of which relate directly to the National Curriculum.