Resources

Book chapter

Harris, A. 2005. Resources. in: Bottle, G. (ed.) Teaching Mathematics in the Primary School London Continuum.
AuthorsHarris, A.
EditorsBottle, G.
Year2005
Book titleTeaching Mathematics in the Primary School
Book authorsBottle, G., Harris, A., Donaldson, G., Taylor, H., Birrell, D., Lawrence, C., O'Sullivan, L. and Wild, J.
PublisherContinuum
Output statusPublished
File
License
All rights reserved
File Access Level
Controlled
Place of publicationLondon
Edition1
ISBN9780826472595
Publication dates
Print2005
Publication process dates
Deposited10 May 2021
Official URLhttps://www.bloomsbury.com/uk/teaching-mathematics-in-the-primary-school-9780826472595/
Permalink -

https://repository.canterbury.ac.uk/item/8wy5x/resources

  • 131
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Chapter 10: Calculation
Harris, A. 2014. Chapter 10: Calculation. in: Taylor, H. and Harris, A. (ed.) Learning and Teaching Mathematics 0-8 London SAGE Publications. pp. 145-163
Learning and teaching mathematics 0-8
Taylor, H., Harris, A., Donaldson, G., Wild, J., Vincent, K., Wiseman, C., Stone, P., O'Sullivan, L. and Price, B. Harris, A. and Taylor, H. (ed.) 2014. Learning and teaching mathematics 0-8. London SAGE Publications.
How technology for comprehension training can support conversation towards the joint construction of meaning
Yuill, N., Pearce, D., Kerawalla, L., Harris, A. and Luckin, R. 2009. How technology for comprehension training can support conversation towards the joint construction of meaning. Journal Of Research In Reading. 32 (1), pp. 109-125. https://doi.org/10.1111/j.1467-9817.2008.01384.x
The influence of context-specific and dispositional achievement goals on children’s paired collaborative interaction
Harris, A., Yuill, N. and Luckin, R. 2008. The influence of context-specific and dispositional achievement goals on children’s paired collaborative interaction. British Journal of Educational Psychology. 78 (3), pp. 355-374. https://doi.org/10.1348/000709907X267067
Resources
Harris, A. 2005. Resources. in: Bottle, G. (ed.) Teaching Mathematics in the Primary School London Continuum. pp. 80-104
Targeting performance management: some reflections on the leadership programme for serving headteachers
Welsh, P., Parsons, C., Day, C. and Harris, A. 2000. Targeting performance management: some reflections on the leadership programme for serving headteachers. Management in Education. 14 (5), pp. 11-13. https://doi.org/10.1177/08920206000140050301
Reflective reader: primary mathematics
O'Sullivan, L., Harris, A., Sangster, M., Wild, J., Donaldson, G. and Bottle, G. 2005. Reflective reader: primary mathematics. Exeter Learning Matters.
Observing subject knowledge in action: characteristics of lesson observation feedback given to trainees
Harris, A. 2006. Observing subject knowledge in action: characteristics of lesson observation feedback given to trainees. Proceedings of the British Society for Research into Learning Mathematics. 26 (2), pp. 31-36.
Using technology to teach flexibility through peer discussion
Yuill, N., Kerawalla, L., Pearce, D., Luckin, R. and Harris, A. 2008. Using technology to teach flexibility through peer discussion. in: Cartwright, K. (ed.) Literacy Processes: Cognitive Flexibility in Learning and Teaching New York Guildford Press. pp. 320-341
'I'm keeping those there, are you?' The role of a new user interface paradigm 'Separate Control of Shared Space (SCOSS)' in the collaborative decision-making process
Kerawalla, L., Pearce, D., Yuill, N., Luckin, R. and Harris, A. 2008. 'I'm keeping those there, are you?' The role of a new user interface paradigm 'Separate Control of Shared Space (SCOSS)' in the collaborative decision-making process. Computers and Education. 50 (1), pp. 193-206. https://doi.org/10.1016/j.compedu.2006.04.007
Primary mathematics: reflective reader
Harris, A., O'Sullivan, L., Wild, J., Donaldson, G., Bottle, G. and Sangster, M. 2005. Primary mathematics: reflective reader. Exeter Learning Matters.