Anghileri, Julia, ‘Chapter 4: Addition and Subtraction’, in Teaching Number Sense, 2nd ed (London: Continuum, 2006), pp. 49–70 <https://contentstore.cla.co.uk/secure/link?id=e0ba78cc-2342-e711-80cb-005056af4099>
———, ‘Chapter 5: Developing Multiplicative Thinking’, in Developing Number Sense: Progression in the Middle Years (London: Continuum, 2007), pp. 71–93 <https://contentstore.cla.co.uk/secure/link?id=7784ef31-2442-e711-80cb-005056af4099>
Askew, Mike, ‘Chapter 2: Thinking about Learning’, in Transforming Primary Mathematics: Understanding Classroom Tasks, Tools and Talk, Updated and revised edition (London: Routledge, 2016), pp. 13–29 <http://www.tandfebooks.com/isbn/9781315667256>
Barmby, P., L. Bilsborough, T. Harries, and S. Higgins, ‘Data Handling’, in Primary Mathematics: Teaching for Understanding (Maidenhead: Open University Press, 2009) <https://contentstore.cla.co.uk/secure/link?id=e1da47f6-6d1b-e711-80c9-005056af4099>
Barmby, Patrick, Tony Harries, Steve Higgins, and Jennifer Suggate, ‘The Array Representation and Primary Children’s Understanding and Reasoning in Multiplication’, Educational Studies in Mathematics, 70.3 (2009), 217–41 <https://doi.org/10.1007/s10649-008-9145-1>
Carruthers, E., and M. Worthington, ‘Young Children Exploring Early Calculation’, Mathematics Teaching, 187, 2004, 30–34 <https://contentstore.cla.co.uk/secure/link?id=a49723d6-6d1b-e711-80c9-005056af4099>
Cotton, Tony, ‘Chapter 7: Understanding Shape’, in Understanding and Teaching Primary Mathematics, 2nd ed (London: Routledge, 2014) <https://ebookcentral.proquest.com/lib/ucl/reader.action?docID=1682971&ppg=149>
———, Understanding and Teaching Primary Mathematics, Third ed (Abingdon, Oxon: Routledge, 2016)
English, Richard, ‘Chapter 6: Arithmetic with Fractions, Decimals, Percentages and Ratios’, in Teaching Arithmetic in Primary Schools (Los Angeles: SAGE, 2013), Transforming primary QTS, 89–115 <https://contentstore.cla.co.uk/secure/link?id=0579766d-33e2-ea11-80cd-005056af4099>
‘Five Myths of Mastery in Mathematics’ <https://matrixmathshub.co.uk/wp-content/uploads/2022/12/NAMA-Five-Myths-of-Mastery-in-Mathematics.pdf>
Fox, Sue, and Liz Surtees, ‘Chapter 6: Mathematics and Historical and Geographical Understanding’, in Mathematics across the Curriculum: Problem-Solving, Reasoning, and Numeracy in Primary Schools (London: Continuum, 2010), pp. 86–94 <https://contentstore.cla.co.uk/secure/link?id=d5673e4b-6e1b-e711-80c9-005056af4099>
Gifford, Susan, ‘Chapter 8: Number’, in Teaching Mathematics 3-5: Developing Learning in the Foundation Stage (Maidenhead: Open UP, 2005), pp. 77–103 <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=287879>
———, Teaching Mathematics 3-5: Developing Learning in the Foundation Stage (Maidenhead: Open UP, 2005) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=287879>
Hansen, Alice, ‘Chapter 2: Errors and Misconceptions: The Teacher’s Role’, in Children’s Errors in Mathematics, 3rd edition (Thousand Oaks, Calif: SAGE Publications, 2014), Transforming primary QTS, 11–20 <https://contentstore.cla.co.uk/secure/link?id=bf20a351-6e1b-e711-80c9-005056af4099>
———, ‘Number: Fractions, Decimals and Percentages’, in Children’s Errors in Mathematics, 3rd edition (Thousand Oaks, Calif: SAGE Publications, 2014), Transforming primary QTS
Haylock, D., and R. Manning, ‘Chapter 4: Key Processes in Mathematical Reasoning’, in Mathematics Explained for Primary Teachers, 5th edition (London: SAGE Publications, 2014), pp. 37–49 <https://contentstore.cla.co.uk/secure/link?id=1a1d5558-6e1b-e711-80c9-005056af4099>
———, ‘Chapter 5: Modelling and Problem Solving’, in Mathematics Explained for Primary Teachers, 5th edition (London: SAGE Publications, 2014), pp. 52–61 <https://contentstore.cla.co.uk/secure/link?id=1b1d5558-6e1b-e711-80c9-005056af4099>
Haylock, Derek, Student Workbook for Mathematics Explained for Primary Teachers, [2nd ed.] (Los Angeles: SAGE, 2014)
Haylock, Derek, and Anne Cockburn, Understanding Mathematics for Young Children: A Guide for Teachers of Children 3-7, Fifth edition (London: SAGE, 2017) <https://app.kortext.com/Shibboleth.sso/Login?entityID=https://shib-idp.ucl.ac.uk/shibboleth&target=https://app.kortext.com/borrow/284700>
Haylock, Derek, and Ralph Manning, Mathematics Explained for Primary Teachers, 6th edition (London: SAGE Publications, 2019)
———, Mathematics Explained for Primary Teachers, 5th edition (London: SAGE Publications, 2019)
Haylock, Derek, and Fiona Thangata, ‘Questioning’, in Key Concepts in Teaching Primary Mathematics (London: SAGE, 2007), SAGE key concepts, 155–62 <https://sk.sagepub.com/books/key-concepts-in-teaching-primary-mathematics/n38.xml>
Hughes, Martin, ‘Chapter 4: What’s so Hard about Two and Two?’, in Children and Number: Difficulties in Learning Mathematics (Oxford: Basil Blackwell, 1986), pp. 37–52 <https://contentstore.cla.co.uk/secure/link?id=f048b80f-6e1b-e711-80c9-005056af4099>
Kerslake, D., ‘Visual Mathematics’, Mathematics in School, 8, 34–35 <https://contentstore.cla.co.uk/secure/link?id=f8f450dc-6d1b-e711-80c9-005056af4099>
Killen, Paul, and Sarah Hindhaugh, ‘Making Sum Sense’, in How Big Is a Big Number? : Learning to Teach Mathematics in the Primary School, 2018 <https://contentstore.cla.co.uk/secure/link?id=8438e990-80d3-e811-80cd-005056af4099>
Maulfry Worthington, and Elizabeth Carruthers, ‘Research Uncovers Children’s Creative Mathematical Thinking’, Primary Mathematics (Mathematics Association)., 7.3 (2003), 21–25 <https://www.childrens-mathematics.net/our-publications-1/>
Nunes, T., P. Bryant, J. Hurry, and U. Pretzlik, ‘Fractions: Difficult but Crucial in Mathematics Learning’, 2006 <https://primarysite-prod-sorted.s3.amazonaws.com/stavertonwilts/UploadedDocument/9c7dd42517224ac3a064a585209fab36/fractions.pdf>
Plunkett, S., ‘Decomposition and All That Rot’, Mathematics in School, 8, 2–5 <https://contentstore.cla.co.uk/secure/link?id=f9f450dc-6d1b-e711-80c9-005056af4099>
Richard R. Skemp, ‘Relational Understanding and Instrumental Understanding’, Mathematics Teaching in the Middle School, 12.2 (2006), 88–95 <http://www.jstor.org/stable/41182357?seq=1#page_scan_tab_contents>
Rickard, C., ‘Data Handling’, in Primary Mathematics for Trainee Teachers (Los Angeles: SAGE, 2014), Transforming primary QTS, 139–56 <https://contentstore.cla.co.uk/secure/link?id=32ffa129-b846-e711-80cb-005056af4099>
Ryan, Julie, and Julian Williams, ‘Chapter 2: Learning from Errors and Misconceptions’, in Children’s Mathematics 4-15: Learning from Errors and Misconceptions (Maidenhead: Open University P., 2007), pp. 13–30 <https://contentstore.cla.co.uk/secure/link?id=dfda47f6-6d1b-e711-80c9-005056af4099>
Suggate, Jennifer, Andrew Davis, and Maria Goulding, Mathematical Knowledge for Primary Teachers (5th Edition), 4th ed (London: Routledge, 2017)
Thompson, I., ‘Deconstructing Calculation Methods, Part 2: Subtraction’, Mathematics Teaching, 204, 2007, 6–8 <https://contentstore.cla.co.uk/secure/link?id=a69723d6-6d1b-e711-80c9-005056af4099>
———, ‘Deconstructing Calculation, Part 1: Addition’, Mathematics Teaching, 202, 2007, 14–15 <https://contentstore.cla.co.uk/secure/link?id=a59723d6-6d1b-e711-80c9-005056af4099>
Thompson, Ian, ‘Chapter 12. Getting Your Head around Mental Calculation’, in Issues in Teaching Numeracy in Primary Schools, 2nd ed (Maidenhead: Open University Press, 2010), pp. 97–103 <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780335241545>
van Hiele, Pierre M., ‘Developing Geometric Thinking through Activities That Begin with Play’, Teaching Children Mathematics, 5.6, 310–16 <https://search.proquest.com/docview/62490164?rfr_id=info%3Axri%2Fsid%3Aprimo>
‘Working with Luke’ <http://nrich.maths.org/6688>
