Why Learn Maths?. (2000)

• Record Type: Book
• Further Information: Note: Steve Bramall, John White, Richard Aldrich, Eric Blaire, Tendayi Bloom, David Crook, Paul Ernest, Peter Huckstep, John MacBeath OBE, Tony Parsons, Richard Smith, A. Susan Williams.
• Editors: Bramall, Steve; White, John
• Other Names: Aldrich, Richard contributor.; Blaire, Eric contributor.; Bloom, Tendayi contributor.; Crook, David contributor.; Ernest, Paul contributor.; Huckstep, Peter contributor.; MacBeath, John contributor.; Parsons, Tony contributor.; Smith, Richard contributor.; Williams, A. Susan contributor.
• Contents: Introduction and overview by Steve Bramall and John White 1 Why teach mathematics? by Paul Ernest 2 Insight and assurance by Richard Smith 3 Mathematics, arithmetic and numeracy: an historical perspective by Richard Aldrich and David Crook 4 Rethinking the place of mathematical knowledge in the curriculum by Steve Bramall 5 Girls and mathematics by Tendayi Bloom and A. Susan Williams 6 Should mathematics be compulsory for all until the age of 16? by John White 7 Mathematics as a vehicle for 'mental training' by Peter Huckstep 8 Why must mathematics be a statutory part of the secondary curriculum for all? by Eric Blaire 9 Another mathematician's apology by Tony Parsons 10 Mathematics for all: the way it spozed to be? by John MacBeath.
• Publisher Details: London : Institute of Education
• Publication Date: 2000
• Extent: 1 online resource (154 pages)
• Subjects: Education; Teaching of a specific subject; Social & cultural history; EDUCATION -- History; EDUCATION -- Teaching Methods & Materials -- Mathematics
• Languages: English
• ISBNs: 9781782771395; 1782771395
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.