Learning to Teach Mathematics in the Secondary School: A Companion to School Experience (Learning to Teach Subjects in the Secondary School Series)

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ISBN 10: 0415162807 / ISBN 13: 9780415162807

Edité par -, 1999

A propos de cet article

Learning to Teach Mathematics in the Secondary School: A Companion to School Experience (Learning to Teach Subjects in the Secondary School Series) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.

N° de réf. du vendeur 7719-9780415162807

Détails bibliographiques

• Titre: Learning to Teach Mathematics in the Secondary School: A Companion to School Experience (Learning to Teach Subjects in the Secondary School Series)
• Éditeur: -
• Date de parution: 1999
• Langue: anglais
• ISBN à 10 chiffres: 0415162807
• ISBN à 13 chiffres: 9780415162807
• Reliure: Paperback
• État de l'article: Very Good

A propos de ce titre

Synopsis

This text aims to give supporting activities to the student to enable them to translate theory into practice. Topics covered include: mathematics in the National Curriculum, using IT; mathematics education for pupils with special needs in mathematics; and cross-curricular issues.

Biographie de l'auteur

Sue Johnston-Wilder is Associate Professor at the University of Warwick; she works with PGCE students and in-service teachers in the West Midlands. She has previously taught at King's College London and the Open University.

Peter Johnston-Wilder is Associate Professor at the University of Warwick.

David Pimm is Professor of Mathematics Education at the University of Alberta, Edmonton, Canada.

Clare Lee works on the Mathematics PGCE programme at the Open University and works with in-service teachers nationally. She was previously research fellow for the King's Formative Assessment Project.