This section will grow, but the following are all well worth a read.
Barton, C (2018) How I wish I taught maths. Lessons learned from research, conversations with experts, and 12 years of mistakes. Woodbridge: John Catt Publication.
Boaler, J. (2016) Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching. San Francisco, CA: Jossey-Bass.
Boaler, J. (2009) The Elephant in the Classroom: Helping Children Learn and Love Maths. London: Souvenir Press.
Drury, H. (2018) How to teach mathematics for mastery. Secondary school edition. Oxford University Press, Oxford.
Drury, H. (2015) Mastering mathematics : teaching to transform achievement, Oxford University Press, Oxford.
Hodgen, J. and Wiliam, D. (2006) Mathematics inside the black box: assessment for learning in the mathematics classroom. London: GL Assessment.
Johnston-Wilder, S Lee, C and Pimm, D. (2017) Learning to Teach Mathematics in the Secondary School: A companion to school experience (4th Edition). Routledge: London.
McCourt, M. (2019) Teaching for Mastery. Woodbridge: John Catt Publication.
McCrea, E. (2019) Making every maths lesson count. Carmarthen: Crown House.
Prestage, S and Perks, P (2001) Adapting and Extending Secondary Mathematics Activities: New Tasks for Old. David Fulton Publishers: Abingdon
Southall, E (2017) Yes, but why? Teaching for understanding in mathematics. London: SAGE
Journal and magazine articles (alphabetical)
Beckmann, S (2004) Solving Algebra and Other Story Problems with Simple Diagrams: a Method Demonstrated in Grade 4–6 Texts Used in Singapore. The Mathematics Educator. Vol 14, no 1. pp 42-46
Bloom, B. (1968) “Learning for Mastery. Instruction and Curriculum. “, Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1.
Cuoco, A, Goldenburg, E.P, Mark, J. (1996) Habits of mind: an organising principle for mathematical curricula. Journal of Mathematic Behavior. 15, 375-402
Gu, L., Huang, R. and Marton., F. (2004) ‘Teaching with variation: A Chinese way of promoting effective mathematics learning’ How Chinese learn mathematics: Perspectives from insiders Singapore: World Scientific Publishing Co, pp. 309 – 347.
Jerrim, J. & Vignoles, A. (2016) “The link between East Asian ‘mastery’ teaching methods and English children’s mathematics skills”, Economics of Education Review, vol. 50, pp. 29-44.
Skemp, R. (1976) ‘Relational Understanding and Instrumental Understanding’, Mathematics Teaching, (77), pp. 20-26.
Sun, X. (2011) ‘An insider’s perspective: “Variation problems” and their cultural grounds in Chinese curriculum practice’, Journal of Mathematics Education, 4(1), pp. 101-114.
Yeap, B.H. & Kaur, B. (1998) “Mathematical problem solving, thinking and creativity: emerging themes for classroom instruction”, The Mathematics Educator, vol. 3, no. 2, pp. 108-119
Useful documents and links (alphabetical)
Cambridge Mathematics (2020) Espresso: Filtered research on mathematics education. Available at : https://www.cambridgemaths.
Department for Education (2013a) Mathematics: GCSE subject content and assessment objectives. London: Crown. Available at: https://assets.publishing.
Emaths (2018) An Introduction to Algebra Tiles for Teaching Mathematics. Available at: http://www.emaths.co.uk/index.
Henderson, P., Hodgen, J., Foster, C. and Kuchemann, D. (2017) Improving mathematics in key stages two and three. Education Endowment Foundation. Available at: https://
NCETM (2017a) Five Big Ideas in Teaching for Mastery. Available at: https://www.ncetm.org.uk/
NCETM (2017b) Secondary Mathematics Teaching for Mastery: Some themes and key principles. Available at: https://www.ncetm.org.uk/
NCETM (2018) Teaching for Mastery: Supporting Research, Evidence and Argument. Available: https://www.ncetm.org.uk/
NRICH (2014) Reasoning: the Journey from Novice to Expert. Available at: https://nrich.maths.org/11336
Rosen, J. (2016) What is Singapore Math. Available at: http://mathman287.blogspot.