Anghileri, Julia, ‘Chapter 4: Addition and Subtraction’, in Teaching Number Sense, 2nd ed (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 (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 (Routledge, 2016), pp. 13–29 <http://www.tandfebooks.com/isbn/9781315667256>
Barmby, P., and others, ‘Data Handling’, in Primary Mathematics: Teaching for Understanding (Open University Press, 2009) <https://contentstore.cla.co.uk/secure/link?id=e1da47f6-6d1b-e711-80c9-005056af4099>
Barmby, Patrick, and others, ‘The Array Representation and Primary Children’s Understanding and Reasoning in Multiplication’, Educational Studies in Mathematics, 70.3 (2009), pp. 217–41, doi:10.1007/s10649-008-9145-1
Carruthers, E., and M. Worthington, ‘Young Children Exploring Early Calculation’, Mathematics Teaching (Derby), no. 187 (2004), June Edition, pp. 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 (Routledge, 2014) <https://ebookcentral.proquest.com/lib/ucl/reader.action?docID=1682971&ppg=149>
——, Understanding and Teaching Primary Mathematics, Third ed (Routledge, 2016)
English, Richard, ‘Chapter 6: Arithmetic with Fractions, Decimals, Percentages and Ratios’, in Teaching Arithmetic in Primary Schools (SAGE, 2013), Transforming primary QTS, pp. 89–115 <https://contentstore.cla.co.uk/secure/link?id=0579766d-33e2-ea11-80cd-005056af4099>
Five Myths of Mastery in Mathematics, n.d. <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 (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 (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 (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 (SAGE Publications, 2014), Transforming primary QTS, pp. 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 (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 (SAGE Publications, 2014), pp. 37–49 <https://contentstore.cla.co.uk/secure/link?id=1a1d5558-6e1b-e711-80c9-005056af4099>
——, and R. Manning, ‘Chapter 5: Modelling and Problem Solving’, in Mathematics Explained for Primary Teachers, 5th edition (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.] (SAGE, 2014)
——, and Anne Cockburn, Understanding Mathematics for Young Children: A Guide for Teachers of Children 3-7, Fifth edition (SAGE, 2017) <https://app.kortext.com/Shibboleth.sso/Login?entityID=https://shib-idp.ucl.ac.uk/shibboleth&target=https://app.kortext.com/borrow/284700>
——, and Ralph Manning, Mathematics Explained for Primary Teachers, 5th edition (SAGE Publications, 2019)
——, and Ralph Manning, Mathematics Explained for Primary Teachers, 6th edition (SAGE Publications, 2019)
——, and Fiona Thangata, ‘Questioning’, in Key Concepts in Teaching Primary Mathematics (SAGE, 2007), SAGE key concepts, pp. 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 (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 (London [England]), no. 8 (n.d.), 2nd edn, pp. 34–35, electronic resource <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), pp. 21–25 <https://www.childrens-mathematics.net/our-publications-1/>
Nunes, T., and others, 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 (London [England]), no. 8 (n.d.), 3rd edn, pp. 2–5, electronic resource <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), pp. 88–95 <http://www.jstor.org/stable/41182357?seq=1#page_scan_tab_contents>
Rickard, C., ‘Data Handling’, in Primary Mathematics for Trainee Teachers (SAGE, 2014), Transforming primary QTS, pp. 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 (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 (Routledge, 2017)
Thompson, I., ‘Deconstructing Calculation Methods, Part 2: Subtraction’, Mathematics Teaching (Derby), no. 204 (2007), September Edition, pp. 6–8 <https://contentstore.cla.co.uk/secure/link?id=a69723d6-6d1b-e711-80c9-005056af4099>
——, ‘Deconstructing Calculation, Part 1: Addition’, Mathematics Teaching (Derby), no. 202 (2007), May Edition, pp. 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 (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 (n.d.), pp. 310–16 <https://search.proquest.com/docview/62490164?rfr_id=info%3Axri%2Fsid%3Aprimo>
‘Working with Luke’, n.d. <http://nrich.maths.org/6688>
