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People who learn to solve problems 'on the job' often have to do it differently from people who learn in theory. Practical knowledge and theoretical knowledge is different in some ways but similar in other ways - or else one would end up with wrong solutions to the problems. Mathematics is also like this. People who learn to calculate, for example, because they are involved in commerce frequently have a more practical way of doing mathematics than the way we are taught at school. This book is about the differences between what we call practical knowledge of mathematics - that is street mathematics - and mathematics learned in school, which is not learned in practice. The authors look at the differences between these two ways of solving mathematical problems and discuss their advantages and disadvantages. They also discuss ways of trying to put theory and practice together in mathematics teaching.

The Handbook of Children’s Literacy provides a unique collection of papers, offering a multi-perspective, multi-disciplinary approach to understanding alphabetic literacy. The analyses at word, text a

The Handbook of Children's Literacy provides a unique collection of papers, offering a multi-perspective, multi-disciplinary approach to understanding alphabetic literacy. The analyses at word, text

The authors of this volume, which is newly available in paperback, all hold the view that mathematics is a form of intelligent problem solving which plays an important part in children's lives outside

This book offers a theory for the analysis of how children learn and are taught about whole numbers. Two meanings of numbers are distinguished – the analytical meaning, defined by the number system, a

With reports from several studies showing the benefits of teaching young children about morphemes, this book is essential reading for anyone concerned with helping children to read and write. By break