Collins GCSE Maths -- Edexcel GCSE Maths Higher Skills Book: Reason, Interpret and Communicate Mathematically, and Solve Problems PDF Download

Author: Sandra Wharton
Publisher: Collins Gcse Maths
ISBN: 9780008113896
Category : Education
Languages : en
Pages : 0

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Book Description
Focused on the new assessment objectives AO2 and AO3, Skills Book: Reason, interpret and communicate mathematically and solve problems is full of expertly written practice questions to help students succeed in mathematical reasoning and problem-solving. - Structured by strand, it is ideal to be used alongside the Practice Book or Student Book - New, bespoke questions to focus on two of the main aims of the new curriculum (AO2, reason mathematically, and AO3, solve problems) - Longer questions can be tried in class to generate discussions - Tackle problems within and outside mathematics to improve literacy, thinking skills and investigative strategies - New questions requiring students to think and analyze their work encourages independence - Full mark schemes are provided online

Author: Kevin Evans
Publisher: HarperCollins UK
ISBN: 0008465282
Category : Education
Languages : en
Pages : 720

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Book Description
Exam Board: Edexcel Level & Subject: GCSE Maths First teaching: September 2015 First exams: June 2017 Endorsed by Edexcel

Author: Sandra Wharton
Publisher: Collins
ISBN: 9780008113902
Category : Education
Languages : en
Pages : 0

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Book Description
Focused on the new assessment objectives AO2 and AO3, Skills Book: Reason, interpret and communicate mathematically and solve problems is full of expertly written practice questions to help you succeed in mathematical reasoning and problem-solving. - Structured by strand, it is ideal to be used alongside the Practice Book or Student Book - New, bespoke questions to focus on two of the main aims of the new curriculum (AO2, reason mathematically, and AO3, solve problems) - Longer questions can be tried in class to generate discussions - Tackle problems within and outside mathematics to improve literacy, thinking skills and investigative strategies - New questions requiring students to think and analyze their work encourages independence - Full mark schemes are provided online

Author: Sandra Wharton
Publisher: Collins GCSE Maths
ISBN: 9780008113858
Category : Mathematics
Languages : en
Pages : 0

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Book Description
Focused on the new assessment objectives AO2 and AO3, Skills Book: Reason, interpret and communicate mathematically and solve problems is full of expertly written practice questions to help students succeed in mathematical reasoning and problem-solving. - Structured by strand, it is ideal to be used alongside the Practice Book or Student Book - New, bespoke questions to focus on two of the main aims of the new curriculum (AO2, reason mathematically, and AO3, solve problems) - Longer questions can be tried in class to generate discussions - Tackle problems within and outside mathematics to improve literacy, thinking skills and investigative strategies - New questions requiring students to think and analyze their work encourages independence - Full mark schemes are provided online

Author: Sandra Wharton
Publisher: Collins
ISBN: 9780008113865
Category : Mathematics
Languages : en
Pages : 0

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Book Description
Focused on the new assessment objectives AO2 and AO3, Skills Book: Reason, interpret and communicate mathematically and solve problems is full of expertly written practice questions to help you succeed in mathematical reasoning and problem-solving. - Structured by strand, it is ideal to be used alongside the Practice Book or Student Book - New, bespoke questions to focus on two of the main aims of the new curriculum (AO2, reason mathematically, and AO3, solve problems) - Longer questions can be tried in class to generate discussions - Tackle problems within and outside mathematics to improve literacy, thinking skills and investigative strategies - New questions requiring students to think and analyze their work encourages independence - Full mark schemes are provided online

Author: Karen Morrison
Publisher: Cambridge University Press
ISBN: 110744800X
Category : Juvenile Nonfiction
Languages : en
Pages : 769

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Book Description
A new series of bespoke, full-coverage resources developed for the 2015 GCSE Mathematics qualifications. Endorsed for the Edexcel GCSE Mathematics Higher tier specification for first teaching from 2015, this Student Book provides full coverage of the new GCSE Mathematics qualification. With a strong focus on developing problem-solving skills, reasoning and fluency, it helps students understand concepts, apply techniques, solve problems, reason, interpret and communicate mathematically. Written by experienced teachers, it also includes a solid breadth and depth of quality questions set in a variety of contexts. GCSE Mathematics Online - an enhanced digital resource incorporating progression tracking - is also available, as well as a free Teacher's Resource, Problem-solving Books and Homework Books.

Author: Jamie I.D. Campbell
Publisher: Psychology Press
ISBN: 1135423660
Category : Psychology
Languages : en
Pages : 527

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Book Description
How does the brain represent number and make mathematical calculations? What underlies the development of numerical and mathematical abilities? What factors affect the learning of numerical concepts and skills? What are the biological bases of number knowledge? Do humans and other animals share similar numerical representations and processes? What underlies numerical and mathematical disabilities and disorders, and what is the prognosis for rehabilitation? These questions are the domain of mathematical cognition, the field of research concerned with the cognitive and neurological processes that underlie numerical and mathematical abilities. TheHandbook of Mathematical Cognition is a collection of 27 essays by leading researchers that provides a comprehensive review of this important research field.

Author: Karl Maton
Publisher: Routledge
ISBN: 1134019645
Category : Education
Languages : en
Pages : 256

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Book Description
We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.

Author: Osborne, Jonathan
Publisher: McGraw-Hill Education (UK)
ISBN: 0335238580
Category : Education
Languages : en
Pages : 367

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Book Description
This volume provides a summary of the findings that educational research has to offer on good practice in school science teaching. It offers an overview of scholarship and research in the field, and introduces the ideas and evidence that guide it.

Author: Alka Sehgal Cuthbert
Publisher: UCL Press
ISBN: 1787358747
Category : Education
Languages : en
Pages : 284

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Book Description
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.