Review

Author(s): John K. Backhouse

Review by: John K. Backhouse
Source: The Mathematical Gazette, Vol. 70, No. 454 (Dec., 1986), p. 312
Published by: Mathematical Association
Stable URL: http://www.jstor.org/stable/3616203
Accessed: 10-11-2015 20:24 UTC

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/
info/about/policies/terms.jsp

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content
in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship.
For more information about JSTOR, please contact support@jstor.org.

Mathematical Association is collaborating with JSTOR to digitize, preserve and extend access to The Mathematical Gazette.

http://www.jstor.org

This content downloaded from 128.178.131.113 on Tue, 10 Nov 2015 20:24:43 UTC
All use subject to JSTOR Terms and Conditions
312 GAZETTE
THE MATHEMATICAL

Reviews
The psychology of learning mathematics (2nd edition), by Richard R. Skemp. Pp 295. ?4 95.
1986.ISBN 0-14-022668-0(Penguin)
Thefirsteditionof this bookwaspublishedin 1971butappearsnotto havebeenreviewedin
the Gazette.It successfullyfilleda gap at thattimeandcontinuesto providemathematicians
witha helpfulandreadableintroduction to the psychologyof learningmathematics.Muchof
its successmustsurelybe due to RichardSkemp'sfamiliaritywith both mathematicsand
psychology,having read both at Oxford, with some secondaryteachingexperiencein
between.
Part A concentrateson the mental activities involved in learningmathematicswith
understanding. Therearechapterson the formationof mathematicalconcepts,the ideaof a
schema, intuitive and reflectiveintelligence,symbols, differentkinds of imagery,and
interpersonal and emotionalfactors.In PartB, Skempillustratesthe developmentof some
mathematicalschemas:the numbersystem,algebraand problem-solving,mappingsand
functions,and generalisingsome geometricalideas.
The resultis a book which serves two complementaryneeds: an introductionto the
psychologicalprinciplesof learningmathematicsfor understanding,and a set of maps to
guidea teachertowardsan appropriateorderin whichto helppeopleto learn.The bookhas
foundmuch favourwith mathematicsteachersin the past fifteenyears. It remainsvery
relevantto learningmathematicstodayand it wouldbe a usefulexerciseforpeopleteaching
the subjectto go throughit to see how far they put its teachinginto practice.
The readerfamiliarwiththe bookwill presumablywishto knowhow radicalthe revision
has been.Thereare few changesin the text. RichardSkemphas eliminated"accommoda-
tion",substituting"reconstruction" (whichI thinkis an improvement) and"expansion".He
hasalsoaddeda shortsectionon hemisphericspecialisation.Unfortunatelyhe hasnottaken
the opportunity to use a raised " + " and " - " to distinguish positive and negative signs from
additionand subtraction.This wouldhave helpedhim to practicehis own preachingthat,
withinthe samecontext,symbolsshouldhaveone meaningonly.(Thisfailurewasnotedon
page 205 of the firstedition.)
Minoralterationshave beenmadeto bringthe bookup to date. The "he"whichusedto
include"she"has been writtenout. Referencesto calculatorsand computershave been
addedwhile referencesto logarithmshave been reduced,even to the extentof cuttingout
seven pages from the former chapter 14. Other alterationsrelate to inflation and
geographicallocations.SomehowP.C.49and M & B 693 got left in a footnote.Thosewho
alreadypossessa copy need not feel the urgeto rushout to buy the secondedition.
The secondeditionuses a slightlylargerpage with morespace betweenthe lines. The
punctuationhas been improved and dates of mathematicianshave been inserted.
Unfortunatelythe chaptershave been renumbered.
JOHNK. BACKHOUSE
Universityof OxfordDepartmentof EducationalStudies, 15 NorhamGardens,OxfordOX2 6P Y

Mathematics and the primaryschool. Pp 55. ?1 50. 1985. (The National Association of Head
Teachers)
In the spaceof its fifty-fiveA5 pagesthis bookletcoversfifteenaspectsof mathematicsin the
primaryschool,excludingits foreword,acknowledgements (bibliography)and appendix.
Theserangefromadult,teacherandchildren'sattitudesto mathematicsandtheireffectsin
schools,to planningand the managementof change;fromthe rolesof individualteachers
and mathematicalco-ordinatorsto assessment,trainingand the needs of gifted children;
from continuityin mathematicsand mathematicsacross the curriculumto the use of
calculatorsand computers,and the place of problem solving and language in the
mathematicscurriculum.Becauseof the comprehensivenatureof the task the writers

This content downloaded from 128.178.131.113 on Tue, 10 Nov 2015 20:24:43 UTC
All use subject to JSTOR Terms and Conditions