This title has been written specifically for primary schools teaching a UK based curriculum. Written with an international focus it is designed for primary pupils from a range of backgrounds to prepare them for studying mathematics at secondary level.
This title has been written specifically for primary schools teaching a UK based curriculum. Written with an international focus it is designed for primary pupils from a range of backgrounds to prepare them for studying mathematics at secondary level.
Nelson Thornes International Primary Maths has been written specifically for primary schools teaching a UK based curriculum. Written with an international focus it is designed for primary pupils from a range of backgrounds to prepare them for studying mathematics at secondary level.
This title has been written specifically for primary schools teaching a UK based curriculum. Written with an international focus it is designed for primary pupils from a range of backgrounds to prepare them for studying mathematics at secondary level.
Nelson Mathematics 10 is Trillium listed for the NEW Ontario Grade 10 Academic curriculum (MPM 2D). The text is organized into three two-chapter parts. Each part corresponds to a main curriculum strand: Analytic Geometry; Quadratic Functions; and Trigonometry.
These full-colour student texts contain 6 to 10 lessons per chapter. All lessons begin with a central task or question and then a Reflecting, Checking, and Practising. Each chapter includes:- Chapter opening and “Getting Chapter”- Mid-chapter Review- Skills Bank- Problem Bank- Chapter Review- Chapter Task- Cumulative Review- Interactive Student Glossary
'Nelson International Mathematics' has been written specifically for primary schools teaching a UK based curriculum. Written with an international focus it is designed for primary pupils from a range of backgrounds to prepare them for studying mathematics at secondary level.
This book brings together and builds on the current research efforts on adaptation, conceptualization, and theorization of Lesson Study (LS). It synthesizes and illustrates major perspectives for theorizing LS and enriches the conceptualization of LS by interpreting the activity as it is used in Japan and China from historical and cultural perspectives. Presenting the practices and theories of LS with practicing teachers and prospective teachers in more than 10 countries, it enables the reader to take a comparative perspective. Finally, the book presents and discusses studies on key aspects of LS such as lesson planning, post-lesson discussion, guiding theories, connection between research and practice, and upscaling. Lesson Study, which has originated in Asia as a powerful effective professional development model, has spread globally. Although the positive effects of lesson study on teacher learning, student learning, and curriculum reforms have been widely documented, conceptualization of and research on LS have just begun to emerge. This book, including 38 chapters contributed by 90 scholars from 21 countries, presents a truly international collaboration on research on and adaptation of LS, and significantly advances the development of knowledge about this process. Chapter 15: "How Variance and Invariance Can Inform Teachers’ Enactment of Mathematics Lessons" of this book is available open access under a CC BY 4.0 license at link.springer.com Theory and Practice of Lesson Study in Mathematics: An International Perspective shows that the power of Lesson Study to transform the role of teachers in classroom research cannot be explained by a simple replication model. Here we see Lesson Study being successful internationally when its key principles and practices are taken seriously and are adapted to meet local issues and challenges. (Max Stephens, Senior research fellow at The University of Melbourne) It works. Instruction improves, learning improves. Wide scale? Enduring? Deep impact? Lesson study has it. When something works as well as lesson study does, while alternative systems for improving instruction fail, or only succeed on small scale or evaporate as quickly as they show promise, it is time to understand how and why lesson study works. This volume brings the research on lesson study together from around the world. Here is what we already know and here is the way forward for research and practice informed by research. It is time to wake up and pay attention to what has worked so well, on wide scale for so long. (Phil Dara, A leading author of the Common Core State Standards of Mathematics in the U.S.)