“This is one of the most useful books on maths instruction that I have read. Craig’s humility and honesty about his previous reasoning, and responses to received wisdom (and his own biases), invites the reader to examine their own preconceptions and blind spots. The volume of research behind his conclusions – and the down-to-earth summaries of its implications – make it accessible for anyone interested in maths teaching.
His stories ring horribly true, encapsulating predictable errors made early (and late!) in a maths teacher’s career. I wish this book had existed when I trained; I might have avoided making so many mistakes, and for so long!
The conversational style gives it the feel of a discussion with a trusted and inspiring maths mentor or university tutor, making you feel Craig’s expectations of us, as teachers, are as high as those he has for his students!
I’ve made it a “must-read’ for anyone who wants to join our department. In addition to being accessible, it acts as a handy reference for discussions, giving a common language for maths teachers to discuss their practice. It is wonderful to have a go-to resource allowing maths teachers, and those who support them, to examine where their practice can be refined or, in some cases, altered.
As the debate about “teacher standards’ gathers pace, this book is a timely contribution in answer to the question, “What should we expect all teachers, as professionals, to know about the craft of teaching maths to children?’. That said, there is a wealth of information and reflection in here that would be valuable for teachers across subjects and phases. I would not be surprised if this became compulsory reading for a range of PGCE courses and teacher inductions. Craig’s conclusions about how to help pupils learn interrogates the most fundamental aspects of how we think about teaching, regardless of curriculum area.”