Askew, Mike. ‘Variation Theory’. In Transforming Primary Mathematics : Understanding Classroom Tasks, Tools, and Talk, Updated and revised edition. Routledge, Taylor & Francis Group, 2016. Print. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2F9781315667256&linktype=best&jHomeSig=00859f2f98b2ae1f4a4e1d4edf3bcb530c2af541cf5b218df7ac5c5463e5d32d.
Austen, Jo. Small Numbers, Big Ideas : Essential Concepts for Teaching Early Maths. John Catt, 2024. Print. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9781036003722%26uid%3D%5Eu&linktype=best&jHomeSig=1eafe5f70f13cb5b499c1c8b3d653e98c4c015bfede8e145615d8ab42d442e7c.
Austen, Jo. Small Numbers, Big Ideas : Essential Concepts for Teaching Early Maths. John Catt, 2024. Print. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9781036003722%26uid%3D%5Eu&linktype=best&jHomeSig=1eafe5f70f13cb5b499c1c8b3d653e98c4c015bfede8e145615d8ab42d442e7c.
Barclay, Nancy. ‘Valid and Valuable: Lower Attaining Pupils’ Contributions to Mixed Attainment Mathematics in Primary Schools’. Research in Mathematics Education 23, no. 2 (2021). https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.tandfonline.com%2Fopenurl%3Fgenre%3Djournal%26stitle%3Drrme20&linktype=best&jHomeSig=21139f738e682e4050d4c0710fd6247bacbc5402cd5533a874dfda7c63f45433.
Boaler, Jo. ‘Giving Children the Best Mathematical Start in Life’. In The Elephant in the Classroom : Helping Children Learn and Love Maths, Revised and updated paperback edition. Souvenir Press Ltd, 2015. Print. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9780285643192%26uid%3D%5Eu&linktype=best&jHomeSig=c17b06fd8d70a6e0f73434dbd99112d706efa6301294f2f0f854066d2141749e.
Boaler, Jo. ‘Making “Low Ability” Children’. In The Elephant in the Classroom : Helping Children Learn and Love Maths, Revised and updated paperback edition. Souvenir Press Ltd, 2015. Print. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9780285643192%26uid%3D%5Eu&linktype=best&jHomeSig=c17b06fd8d70a6e0f73434dbd99112d706efa6301294f2f0f854066d2141749e.
Boaler, Jo. ‘What’s Going Wrong in Classrooms? Identifying the Problems’. In The Elephant in the Classroom : Helping Children Learn and Love Maths, Revised and updated paperback edition. Souvenir Press Ltd, 2015. Print. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9780285643192%26uid%3D%5Eu&linktype=best&jHomeSig=c17b06fd8d70a6e0f73434dbd99112d706efa6301294f2f0f854066d2141749e.
Boaler, Jo, and Megan Staples. ‘Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School’. Teachers College Record 110, no. 3 (2008). https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fjournals.sagepub.com%2Fhome%2FTCZ&linktype=best&jHomeSig=5fda26782dbc826aae8760370481669bf4192ce5fe3cefd7ac171a722e88c464.
Boaler, Jo, and Dylan Wiliam. ‘‘We’ve Still Got to Learn!’ Students’ Perspectives on Ability Grouping and Mathematics Achievement’. In Issues in Mathematics Teaching. Issues in Subject Teaching. RoutledgeFalmer, 2001. Print. https://www-taylorfrancis-com.oxfordbrookes.idm.oclc.org/chapters/edit/10.4324/9780203469934-9/ve-still-got-learn-students-perspectives-ability-grouping-mathematics-achievement-jo-boaler-dylan-wiliam?context=ubx&refId=f6109ce6-2939-4537-9aee-940bc4419160.
Boyd, Pete, and Andy Ash. ‘Mastery Mathematics: Changing Teacher Beliefs around in-Class Grouping and Mindset’. Teaching and Teacher Education 75 (2018). https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Fjournal%2F0742051X&linktype=best&jHomeSig=2598d98df2f6a6ca1718b25f0bb9904350bfc7dcc7c9b888f65444fb4b27ba6d.
Cockburn, Anne, and G. H. Littler. Mathematical Misconceptions : A Guide for Primary Teachers. SAGE, 2008. Print. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fsk.sagepub.com%2Fbooks%2Fmathematical-misconceptions&linktype=best&jHomeSig=b165fcdf7ba6669f1d217536b0c1ce0ad5f2aa17757229a2695eac52dc2af840.
Cotton, Tony. ‘Mathematics Teaching in the Real World’. In Issues in Mathematics Teaching. Issues in Subject Teaching. RoutledgeFalmer, 2001. Print. https://www-taylorfrancis-com.oxfordbrookes.idm.oclc.org/chapters/edit/10.4324/9780203469934-5/mathematics-teaching-real-world-tony-cotton?context=ubx&refId=04cfe21a-1b06-4f63-8331-854727f8627e.
Department for Education. ‘National Curriculum in England: Primary Curriculum’. 2015. https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum.
Department for Education. ‘Teaching Mathematics in Primary Schools: Guidance for Teaching Mathematics at Key Stages 1 and 2 to Help Pupils Progress through the National Curriculum.’ 2021. https://www.gov.uk/government/publications/teaching-mathematics-in-primary-schools.
Dignath, Charlotte, Gerhard Buettner, and Hans-Peter Langfeldt. ‘How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively?’ Educational Research Review 3, no. 2 (2008): 101–29. https://doi.org/10.1016/j.edurev.2008.02.003.
‘Early Years Foundation Stage (EYFS) Statutory Framework for Group and School-Based Providers’. https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2.
Education Endowment Foundation. ‘Deployment of Teaching Assistants’. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants.
Education Endowment Foundation. ‘Scaffolding Framework Metacognitive Strategies - Practitioner Tool’. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition.
Education Endowment Foundation. ‘Setting and Streaming’. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/setting-and-streaming.
Foster, Colin. ‘The Convergent–Divergent Model: An Opportunity for Teacher–Learner Development through Principled Task Design’. Educational Designer 2, no. 8 (n.d.). https://nottingham-repository.worktribe.com/output/981818.
Francis, Becky, Paul Connolly, Louise Archer, et al. ‘Attainment Grouping as Self-Fulfilling Prophesy? A Mixed Methods Exploration of Self Confidence and Set Level among Year 7 Students’. International Journal of Educational Research 86 (2017). https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Fjournal%2F08830355&linktype=best&jHomeSig=3fa0c7466bfd792eb35d4aa4a136b489f5aaf6eae91dafefdfaf8f8ad04bef83.
Francome, Tom. ‘Everyone Can Think Mathematically.’ Mathematics Teaching, no. 296 (2025): 5–12.
Gates, Peter. Issues in Mathematics Teaching. RoutledgeFalmer, 2001.
Haylock, Derek. Mathematics Explained for Primary Teachers. 7th edition. SAGE, 2024.
Haylock, Derek. Mathematics Explained for Primary Teachers. 7th edition. SAGE, 2024.
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Kim, Sunae, Paul L Harris, and Benjamin Néher. ‘Curiosity Can Influence Metacognitive Processes’. Metacognition and Learning 20, no. 1 (2025). https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Flink.springer.com%2Fjournal%2F11409&linktype=best&jHomeSig=c0e9282cda3f2e1c3f3c5f18d7480b313fd47b74c0612824e71a99e5c4b5891c.
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Mackle, Kieran. Tackling Misconceptions in Primary Mathematics: Preventing, Identifying and Addressing Children’s Errors. Routledge, Taylor & Francis Group, 2017.
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Mason, John. Only Awareness Is Educable. n.d. https://atm.org.uk/write/MediaUploads/Journals/MT120/MT120-87-29-32.pdf.
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Pound, Linda, and Trisha Lee. ‘Across the Curriculum: Putting Mathematics at the Heart’. In Teaching Mathematics Creatively, Third edition. Learning to Teach in the Primary School Series. Routledge, Taylor & Francis Group, 2022. Print. https://research-ebsco-com.oxfordbrookes.idm.oclc.org/c/j6cahn/ebook-viewer/pdf/nnr5cagvtj/section/lp_108.
Pound, Linda, and Trisha Lee. Teaching Mathematics Creatively. Third edition. Learning to Teach in the Primary School Series. Routledge, Taylor & Francis Group, 2022. Print. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fsearch.ebscohost.com%2Flogin.aspx%3Fdirect%3Dtrue%26scope%3Dsite%26db%3Dnlebk%26AN%3D3010225&linktype=best&jHomeSig=02f19121acdc28125c82abf6f10ff9db67b93104dbf99db907d5008edec257c6.
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Ross, Emily, Margaret Marshman, and Natalie McMaster. ‘Teaching the Incidental Mathematics: How Integrated Tasks with Digital Technologies Unlocked Mathematics Concepts in Primary School Classrooms Teaching the Incidental Mathematics: How Integrated Tasks with Digital Technologies Unlocked Mathematics Concepts in Primary School Classrooms’. Mathematics Education Research Journal, Springer Netherlands, 2025. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Flink.springer.com%2Fjournal%2F13394&linktype=best&jHomeSig=7a4f09aeacc0adedd04b5834dd61c12b3f67f777e8813d78b580316973a8d481.
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Skemp, Richard R. ‘Relational Understanding and Instrumental Understanding’. Mathematics Teaching in the Middle School 12, no. 2 (2006): 88–95. https://www-jstor-org.oxfordbrookes.idm.oclc.org/stable/41182357.
Swan, Malcolm. Collaborative Learning in Mathematics : A Challenge to Our Beliefs and Practices. NRDC ; NIACE, 2006. Print.
Tabor, Pamela D., Dawn Dibley, Amy J. Hackenberg, and Anderson Norton. Numeracy for All Learners: Teaching Mathematics to Students with Special Needs. Corwin, 2021.
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Winch, Christopher, Alis Oancea, and Janet Orchard. ‘The Contribution of Educational Research to Teachers’ Professional Learning: Philosophical Understandings’. Oxford Review of Education 41, no. 2 (2015): 202–16.