Debates in Mathematics Education: 2nd Edition (Paperback) book cover

Debates in Mathematics Education

2nd Edition

Edited by Gwen Ineson, Hilary Povey


280 pages

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Paperback: 9780367074982
pub: 2020-01-01
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Debates in Mathematics Education explores and highlights the major issues and debates mathematics teachers will encounter throughout their professional life. By opening up theory and research in a way that is linked to practice, the book encourages teachers to reach their own informed judgements and reflect on teaching practice. Written by experts in the field, the new edition covers classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education. Brand new chapters cover international comparisons of achievement; digital technologies for teaching; Mastery in mathematics; pop culture and mathematics; and evern whether school mathematics harmingpupils.

Table of Contents

Section 1: Debates in the social and political context of mathematics education



Gwen Ineson (Brunel University) & Hilary Povey (Sheffield Hallam University)


International comparisons of achievement in mathematics: What do they show, and what can we learn?

Dylan Wiliam (University College London Institute of Education)



The dark side of mathematics: Is mathematics harmful?

Paul Ernest (University of Exeter)



Debates about the curriculum

Margaret Brown (King’s College London)



School mathematics as social classification

Peter Gates & Andy Noyes (University of Nottingham)



Mathematics and gender

Mark McCormack (University of Roehampton) & ANO (tbc)



Made for mathematics? Implications for teaching and learning

Patricia George (Ministry of Education, Science and Technology, Artigua and Barbuda)



Ability thinking

Mark Boylan & Hilary Povey (Sheffield Hallam University



Popular culture, mathematics and the post-2008 financial crisis

Heather Mendick (Freelance academic)



Mathematics and politics? Climate change in the mathematics classroom

Richard Barwell (University of Ottawa)



Choosing the future: A-level mathematics

Cathy Smith (Open University)



Forced GCSE resits in FE Colleges: Students’ voices

Anna Bellamy-Dworak (Sheffield Hallam University)


Section 2: Debates in the teaching, learning and assessment of mathematics



Gwen Ineson (Brunel University) & Hilary Povey (Sheffield Hallam University)



Mastery: mathematics education in translation?

Mark Boylan  (Sheffield Hallam University)



Mental maths: Just about what we do in our heads?

Gwen Ineson & Sunita Babbar (Brunel University)



Debates in task design

Anne Watson (University of Oxford



History of mathematics in and for the curriculum

Leo Rogers (Freelance academic)



Should ‘teaching for understanding’ be the pinnacle of mathematics education?

Anna Llewellyn (Durham University)



Effective Questioning and Responding in the Mathematics Classroom

John Mason (Open University)



A pedagogy for attainment for all

Hilary Povey (Sheffield Hallam University)



Fake news, artificial intelligence, mobile divisions? Debates on digital technologies in mathematics education

Keith Jones (University of Southampton)



Mathematical literacy: What is it? And is it important?

Hamsa Venkat (University of the Witwatersrand)



The role of examples in mathematics teaching

Tim Rowland



Classroom assessment and the development of learning mathematics

Rachel Marks (University of Brighton) & ANO (tbc)



The fitness and impact of GCSE mathematics examinations

Ian Jones (Loughborough University)



Planning for the unexpected

Alf Coles (University of Bristol)

About the Editors

Gwen Ineson started her career in teaching in primary schools in North London. She now works at Brunel University where she coordinates the primary PGCE course and the mathematics programme for primary trainee teachers. Her main research area involves the exploration of the relationships between the incidence of connected mathematical thinking in children and trainee teachers of primary mathematics and their mental mathematics competence, confidence and strategy choices in the context of primary mathematics. Her recently completed doctoral work used design-based research to design a one year intervention programme to develop the mental mathematics of trainee teachers for teaching.

Hilary Povey is Professor of Mathematics Education at Sheffield Hallam University where she is engaged in research, teaching and curriculum development. She has a long-standing commitment to working on social justice issues in education especially in the context of the teaching and learning of mathematics. She is an advocate for collaborative, dialogic pedagogies and against setting and tracking learners and the associated discourse of ability. The context for much of her research is in the teaching of undergraduate mathematics to students on secondary initial teacher education courses.

About the Series

Debates in Subject Teaching

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