The Right Angle
Evidence-informed approaches for great maths teaching
Ryan Woolaston
- Head of Mathematics, DBS Denla British School, Thailand
Purchase
Paperback
ISBN:
9781036213909
Available from
February 2027
Description
Great secondary maths teaching is not magic. It is built from deliberate, evidence-informed decisions that shape how students think, practise and improve.
Structured around the linear flow of a typical maths lesson, this book explores the building blocks of effective classroom practice: purposeful beginnings and endings, clear modelling, responsive checking for understanding, rich questioning, independent practice and feedback that changes the next attempt. From qualifier questions to example problem pairs, each chapter connects practical strategies to research and contextualises them within the everyday realities of classroom teaching.
Drawing on cognitive science, evidence-informed pedagogy and extensive classroom experience, The Right Angle asks two simple questions throughout: why does this matter, and what might it look like in practice?
The result is a practical guide for maths teachers who want to make better classroom decisions, understand why effective strategies work and make every stage of the lesson count.
Structured around the linear flow of a typical maths lesson, this book explores the building blocks of effective classroom practice: purposeful beginnings and endings, clear modelling, responsive checking for understanding, rich questioning, independent practice and feedback that changes the next attempt. From qualifier questions to example problem pairs, each chapter connects practical strategies to research and contextualises them within the everyday realities of classroom teaching.
Drawing on cognitive science, evidence-informed pedagogy and extensive classroom experience, The Right Angle asks two simple questions throughout: why does this matter, and what might it look like in practice?
The result is a practical guide for maths teachers who want to make better classroom decisions, understand why effective strategies work and make every stage of the lesson count.
Contents
Foreword by Tom Sherrington
Foreword by Tom Sherrington
Chapter 1: Do you have a suit? Great teaching is built, not born
Chapter 1: Do you have a suit? Great teaching is built, not born
Chapter 2: In the beginning…: Because the first five minutes can define the whole lesson
Chapter 2: In the beginning…: Because the first five minutes can define the whole lesson
Chapter 3: Model behaviour: How to make expert thinking visible
Chapter 3: Model behaviour: How to make expert thinking visible
Chapter 4: Just checking: Why checking for understanding changes everything
Chapter 4: Just checking: Why checking for understanding changes everything
Chapter 5: Losing the stabilisers: The art and science of independent practice
Chapter 5: Losing the stabilisers: The art and science of independent practice
Chapter 6: Stick the landing: Making the most of how your lesson ends
Chapter 6: Stick the landing: Making the most of how your lesson ends
Chapter 7: What was the question? How to make questioning work harder for everyone
Chapter 7: What was the question? How to make questioning work harder for everyone
Chapter 8: Ticks don't teach: Why feedback is a process not an activity
Chapter 8: Ticks don't teach: Why feedback is a process not an activity
Chapter 9: The big picture: Building evidence-informed practice across your faculty
Chapter 9: The big picture: Building evidence-informed practice across your faculty
Chapter 10: Finding the right angle: Why great teaching is always a work in progress
Chapter 10: Finding the right angle: Why great teaching is always a work in progress
Chapter 11: Too long; didn’t read: A quick reference guide to the key ideas from cognitive science
Chapter 11: Too long; didn’t read: A quick reference guide to the key ideas from cognitive science
Description
Great secondary maths teaching is not magic. It is built from deliberate, evidence-informed decisions that shape how students think, practise and improve.
Structured around the linear flow of a typical maths lesson, this book explores the building blocks of effective classroom practice: purposeful beginnings and endings, clear modelling, responsive checking for understanding, rich questioning, independent practice and feedback that changes the next attempt. From qualifier questions to example problem pairs, each chapter connects practical strategies to research and contextualises them within the everyday realities of classroom teaching.
Drawing on cognitive science, evidence-informed pedagogy and extensive classroom experience, The Right Angle asks two simple questions throughout: why does this matter, and what might it look like in practice?
The result is a practical guide for maths teachers who want to make better classroom decisions, understand why effective strategies work and make every stage of the lesson count.
Structured around the linear flow of a typical maths lesson, this book explores the building blocks of effective classroom practice: purposeful beginnings and endings, clear modelling, responsive checking for understanding, rich questioning, independent practice and feedback that changes the next attempt. From qualifier questions to example problem pairs, each chapter connects practical strategies to research and contextualises them within the everyday realities of classroom teaching.
Drawing on cognitive science, evidence-informed pedagogy and extensive classroom experience, The Right Angle asks two simple questions throughout: why does this matter, and what might it look like in practice?
The result is a practical guide for maths teachers who want to make better classroom decisions, understand why effective strategies work and make every stage of the lesson count.
Contents
Foreword by Tom Sherrington
Foreword by Tom Sherrington
Chapter 1: Do you have a suit? Great teaching is built, not born
Chapter 1: Do you have a suit? Great teaching is built, not born
Chapter 2: In the beginning…: Because the first five minutes can define the whole lesson
Chapter 2: In the beginning…: Because the first five minutes can define the whole lesson
Chapter 3: Model behaviour: How to make expert thinking visible
Chapter 3: Model behaviour: How to make expert thinking visible
Chapter 4: Just checking: Why checking for understanding changes everything
Chapter 4: Just checking: Why checking for understanding changes everything
Chapter 5: Losing the stabilisers: The art and science of independent practice
Chapter 5: Losing the stabilisers: The art and science of independent practice
Chapter 6: Stick the landing: Making the most of how your lesson ends
Chapter 6: Stick the landing: Making the most of how your lesson ends
Chapter 7: What was the question? How to make questioning work harder for everyone
Chapter 7: What was the question? How to make questioning work harder for everyone
Chapter 8: Ticks don't teach: Why feedback is a process not an activity
Chapter 8: Ticks don't teach: Why feedback is a process not an activity
Chapter 9: The big picture: Building evidence-informed practice across your faculty
Chapter 9: The big picture: Building evidence-informed practice across your faculty
Chapter 10: Finding the right angle: Why great teaching is always a work in progress
Chapter 10: Finding the right angle: Why great teaching is always a work in progress
Chapter 11: Too long; didn’t read: A quick reference guide to the key ideas from cognitive science
Chapter 11: Too long; didn’t read: A quick reference guide to the key ideas from cognitive science
February 2027 | 232 pages | Sage UK
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 12/05/2026 | 9781036213909 | $33.00 |
| Hardcover | 12/05/2026 | 9781036213916 | $104.00 |
Great secondary maths teaching is not magic. It is built from deliberate, evidence-informed decisions that shape how students think, practise and improve.
Structured around the linear flow of a typical maths lesson, this book explores the building blocks of effective classroom practice: purposeful beginnings and endings, clear modelling, responsive checking for understanding, rich questioning, independent practice and feedback that changes the next attempt. From qualifier questions to example problem pairs, each chapter connects practical strategies to research and contextualises them within the everyday realities of classroom teaching.
Drawing on cognitive science, evidence-informed pedagogy and extensive classroom experience, The Right Angle asks two simple questions throughout: why does this matter, and what might it look like in practice?
The result is a practical guide for maths teachers who want to make better classroom decisions, understand why effective strategies work and make every stage of the lesson count.
Structured around the linear flow of a typical maths lesson, this book explores the building blocks of effective classroom practice: purposeful beginnings and endings, clear modelling, responsive checking for understanding, rich questioning, independent practice and feedback that changes the next attempt. From qualifier questions to example problem pairs, each chapter connects practical strategies to research and contextualises them within the everyday realities of classroom teaching.
Drawing on cognitive science, evidence-informed pedagogy and extensive classroom experience, The Right Angle asks two simple questions throughout: why does this matter, and what might it look like in practice?
The result is a practical guide for maths teachers who want to make better classroom decisions, understand why effective strategies work and make every stage of the lesson count.
Table Of Contents:
- Foreword by Tom Sherrington
- Chapter 1: Do you have a suit? Great teaching is built, not born
- Chapter 2: In the beginning…: Because the first five minutes can define the whole lesson
- Chapter 3: Model behaviour: How to make expert thinking visible
- Chapter 4: Just checking: Why checking for understanding changes everything
- Chapter 5: Losing the stabilisers: The art and science of independent practice
- Chapter 6: Stick the landing: Making the most of how your lesson ends
- Chapter 7: What was the question? How to make questioning work harder for everyone
- Chapter 8: Ticks don't teach: Why feedback is a process not an activity
- Chapter 9: The big picture: Building evidence-informed practice across your faculty
- Chapter 10: Finding the right angle: Why great teaching is always a work in progress
- Chapter 11: Too long; didn’t read: A quick reference guide to the key ideas from cognitive science