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Espresso

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  • Espresso

Each month we bring you an Espresso – a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind. Each Espresso considers one particular issue in mathematics education, and how the latest good-quality research can provide helpful guidance or further reading. Perfect with a biscuit; sip gently and combine with a drop of professional judgement for a benevolent stimulant effect.

What does research suggest about the issues and evidence around ‘mastery’ in mathematics in England?

Issue 16: Mastery in mathematics

25 January 2019

What does research suggest about the issues and evidence around ‘mastery’ in mathematics in England?

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Strategies for teaching multiplication of negative numbers

Issue 15: Introducing negative numbers

12 December 2018

What does research suggest about effective ways to introduce negative numbers?

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Issue 14: Introducing comparison between data sets

10 August 2018

What does research suggest about effective ways to introduce comparison between data sets?

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Issue 13: Effective teaching of early measurement

28 June 2018

How might research help in the effective teaching of early measurement?

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Early children's literature encoded algebraically

Issue 12: Introducing early algebraic thinking

11 April 2018

How can early algebraic thinking be introduced?

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Issue 11: Effective continuing professional development

09 February 2018

What makes for effective continuing professional development (CPD) in mathematics teaching?

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Cambridge Mathematics is committed to championing and securing a world class mathematics education for all students from 3 – 19 years old, applicable to both national and international contexts and based on evidence from research and practice.

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