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Teaching Mathematics Visually and Actively

Teaching Mathematics Visually and Actively

Second Edition
Additional resources:

November 2013 | 120 pages | SAGE Publications Ltd
This practical book provides teachers in primary and secondary schools with advice and resources to develop a visual and active approach to teaching mathematics. It includes, specific examples of teaching strategies and ideas for lesson activities to support teaching mathematics to learners who take information and ideas visually and actively. 

Accompanying this second edition is a companion website that includes a range of resources for teaching each topic including:
- Dynamic PowerPoint animations which can be used to help learners to develop their understanding of key mathematical concepts
- Posters of each concept

And in addition to all this, each chapter suggests even further links to other useful resources for every topic to enhance your teaching. 

With clear explanations and strong visual layout, this is an ideal resource for teachers, SENCOs (Special Educational Needs Co-ordinators) and teaching assistants who want to motivate their learners with different and exciting ways of teaching and learning maths.

The Concept of Number
Models for Multiplication and Division
Place Value and Decimals
Ratio, Proportion and Percentages
Perimeter, Area and Volume
Circles and Time
Data Handling

'I believe that these approaches are actually beneficial for children of all abilities...I have no hesitation in recommending it.'

Jan Pringle

I have found this book most useful when supporting Primary BEd and PGCE students who are out on teaching placement and teaching mathematics. I have also recommended it to many teaching friends as there are lots of useful ideas and a very handy CD to support the teaching of some of the more tricky mathematics concepts.

Miss Teresa (tess) Baylis
Primary Education, Wolverhampton University
September 22, 2015

Lots of useful, practical advice which could prove invaluable to trainees, NQTs and experienced teachers. The included DVD is a bonus for downloading resources and powerpoints

Mrs Joanne Hopton
School of Teaching , Health and Care, Bradford College
June 6, 2016

A useful reference with some practical application for active and visual mathematics.

Mrs Rachel Wallis
Swansea School of Education, Swansea Metropolitan University
January 13, 2016

full of excellent models for developing mathematical understanding

Dr Ann Cook
Education and Children's services, Chester University
October 6, 2014

An interesting an easy to understand text that enables practitioners in settings or, still in training to adopt different methods of teaching mathematics.

June 24, 2014

This was brimful of activities and approaches in supprting and teaching Maths. The additional information and resources on the CD Rom were an unexpected bonus.

Mrs Gabrielle Morley
Primary Education, East Lancashire Institute of HE at Blackburn
June 16, 2014

A very good resource for students on the initial teacher programmes.
The author takes what may be unfamiliar and daunting concepts and skills in maths teaching of mathematics and makes them understandable and do-able. Helps to develop confidence.

Mrs Karen Tait
education and society, Sunderland University
March 21, 2014

I liked this book as it gave clear examples of the basics of maths. However, I was looking for ideas of ways to embed numeracy into the lessons I teach on vocational courses and I felt that the book didn't offer many real life situations. Any real life situations would have been more applicable for me embedding into lessons, rather teaching than primarily maths lessons, despite being in a clear visual way.

This book is good at what it does and I think I would consider using the Clock example as a reminder of fractions, before applying it to a scenario more relevant to my course.

I would suggest it to learners who are resitting Maths GCSE alongside my course.

Miss Emma Orgar
Media, City of Bath College
January 28, 2014

Interactive and imaginative representatives and activities that can be used to support the development of conceptual understanding in pupils as well as further develop problem solving skils. Many thanks.

Miss Claire Harris
Faculty of Education, Canterbury Christ Church University
December 23, 2013