Part one: Setting the agenda for arithmetic teaching and learning
Contrasting approaches that challenge tradition
Perspectives on arithmetic from classroom-based research in the United States
Part two: The principles underpinning the arithmetic curriculum
Influences on the teaching of number in England
Realistic mathematics education in the Netherlands
Part three: Classroom practices in arithmetic teaching
Issues for classroom practices in England
Intuitive approaches, mental strategies and standard algorithms
Jumping ahead
an innovative teaching programme
Progressive mathematization
sketch of a learning strand
Different approaches to mastering mental calculation strategies
Part four: Developmental research
What does it mean to learn? What is effective teaching?
Fostering a dialectic relation between theory and practice
Part five: Towards a new numeracy
The English experience of a 'calculator-aware' number curriculum
References
Index.