Leading Practice and Managing Change in the Mathematics Department: A Resource Book for Subject Leaders in Mathematics.

Manuel, Kate

Leading Practice and Managing Change in the Mathematics Department: A Resource Book for Subject Leaders in Mathematics.

Edited by Sue Johnston-Wilder & Clare Lee

Tarquin Publications

2010

217 pp.

Soft cover

978-1-907550-01-0

[ILLUSTRATION OMITTED]

As the title makes clear, the book Leading Practice and Managing Change in the Mathematics Department tackles a very big subject. Designed as a resource book for new and aspiring heads of department--and their mentors--it approaches mathematics leadership from a number of perspectives: as an opportunity to influence others, particularly in the implementation of learning theories in the classroom; suggesting practical ways of encouraging members of the department to work together to improve student outcomes; and emphasising the importance of using research and assessment data to enhance professional practice.

The editors invited respected mathematics educators and theorists to contribute and being a collection of articles, the tone and style vary considerably. Some chapters are quite formal and others are much more personal. I was especially engaged by the chapter 'Mathematics, Joy j and Rigour' where the author Barbara Jaworski writes about the pleasures of teaching mathematics when one is open to curiosity and challenge. Her anecdotes and suggestions were very appealing, and the use of the 'serendipitous moment' resonated very strongly.

There are also two chapters where recently appointed heads of department are interviewed about how to lead change in pedagogy and develop professional practice. Their insights are very helpful and practical, whether it be maintaining important programs when key staff leave, inducting new staff, bringing the 'but I only teach one maths class' staff member into the mathematics conversation, or keeping classroom practice fresh and relevant year after year.

The chapter 'Using Assessment Data to Enhance Professional Practice' made some sound points which would translate well to an Australian context, but was flavoured strongly by its United Kingdom origin. A similar comment could be made on those chapters referring to the use of ICT to enhance professional practice and learning in mathematics. The structure of the book is very good and there is a useful index.

I think that the diverse nature of the contributors made for very interesting reading, but that the whole publication needed to be tied together more, perhaps with summary ideas and key points, if it were to be really useful for the aspiring or beginning head of department.

Reviewed by Kate Manuel, AAMT

<kmanuel@aamt.edu.au>