Learning and Teaching points highlight important issues you may face in the classroom and provide practical guidance for teaching. This book can rightly be considered the ultimate reference for securing appropriate mathematics subject knowledge for primary teaching. In the chapter ‘Written methods for Multiplication and Division’ the concepts behind the methods are explained clearly and thoroughly. Of particular use are the ‘teaching points’ sections and links to video explanations and further practice. It is clear that this book is written by a teacher for teachers and its main objective is to ensure teachers understand the concepts behind what that they teach so that children will not just learn mathematics but understand mathematics.

The 6th editionoffers a unique bend of digital and print learning through free access to an interactive eBook. A range of brand new online resources and the ability to read wherever and however you want makes this the ultimate primary mathematics resource for teacher training and beyond.Extensively used on primary PGCE courses and undergraduate courses leading to QTS, this bestselling book is an essential resource for all trainee primary teachers.

Links to the National Curriculum specify the statutory requirements for primary schools in England that relate to the mathematical content of each chapter. This user-friendly interactive book makes concepts simple and gives you the confidence and knowledge to learn and teach mathematics to primary children. You can conveniently access easily digestible content to build and test your knowledge. It’s a must have on any teachers book shelf!’ The book combines clear guidance about meeting the expectations of the new curriculum, with a strong call to preserve children’s mathematical understanding. The explanation of key terms will enable primary mathematics teachers to navigate their way through the new curriculum document. Worked examples of calculation methods are combined with useful insights into essential prior knowledge and understanding. The book will be invaluable source of practical help to all teachers of primary mathematics.' A Student Workbook is also available to accompany this book, including over 700 practice problems to help you understand, apply and teach primary mathematics. The new edition provides up to date information related to both current research and practice. I particularly found the chapter on mental strategies useful for explaining how the laws of multiplication and division work and for encouraging ad hoc approaches to multiplication. The teaching points throughout help to draw relevant links between theory and practice and the self-assessment questions focus on developing teachers’ own content and pedagogical content knowledge.'helps students to practise key mathematical processes and to apply mathematics in real-life situations

Ralph Manning is an independent consultant in primary education. He has worked as a primary teacher and as a lecturer in primary teacher education for 18 years, following an earlier career in the IT industry. Ralph led the mathematics and physical education programmes for the Primary PGCE at the University of East Anglia until 2013. His other specific interests are in developing children’s higher thinking skills, assessment for learning and planning for teaching effectively. He was a former founding member of the General Teaching Council for England and is engaged in supporting developing education projects in India. Ralph Manning is an independent consultant in primary education. He has worked as a primary teacher and as a lecturer in primary teacher education for 18 years, following a career in IT. Lesson Plan Activities by Ralph Manning support content-focused chapters and contain creative mathematics tasks across the primary age range. As always this book will prove to be an invaluable asset to not only trainee teachers, but as many have agreed also after school experience placements. There is a growing awareness in primary schools of this book being an asset for all members of staff no matter whether they have two or twenty-two years of classroom experience.'