Oxford Mathematics Primary Years Programme Pdf Free BEST Download

After many years as a primary teacher and mathematics subject leader, Jane McNeill became a numeracy and mathematics consultant in 1999, working for Oxfordshire Education Authority and then independently. In this role, Jane worked extensively with local schools and also worked for national organisations including the National Strategies and the National Centre for Excellence in the Teaching of Mathematics. Building on her broad experience of supporting the professional development of teachers in schools, she decided to extend her repertoire by moving into initial teacher education in 2010 and worked as a senior lecturer in primary mathematics education at Oxford Brookes University until 2016. She has now returned to her role as an independent mathematics consultant.

Stephanie Suter is a senior lecturer at Bath Spa University where she teaches mathematics to primary postgraduate trainees. She started her career as a primary school teacher and mathematics subject leader in Northamptonshire and Bedfordshire before [Page xiv]becoming a Local Authority numeracy consultant. Stephanie then worked as a mathematics senior adviser for the Primary National Strategy before moving into initial teacher training. She was a senior lecturer at Oxford Brookes University and the University of Worcester before joining Bath Spa University, and in these roles has taught mathematics across a wide range of undergraduate and postgraduate programmes, including School Direct and Teach First.

Oxford Mathematics Primary Years Programme Pdf Free Download

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The subjects being taught by the respondents could influence their approach to online teaching or their experience of this, particularly in terms of assessment (Iannone & Simpson, 2011), or whether they were teaching students specializing in mathematics (who would be studying many mathematics modules online) or students taking only a single mathematics module. Respondents were asked to list all courses they were teaching. Almost three-fifths of respondents were teaching students who were majoring in mathematics, with just over half of respondents teaching service-mathematics students (those studying one or more mathematics modules as part of their degree programme but not specializing in mathematics). 006ab0faaa