This book is designed to help mathematics teachers understand the rationale behind procedures regularly taught in the secondary mathematics classroom. 

The book begins by presenting a model of knowledge and understanding needed by teachers of mathematics. This model informs subsequent chapters in the book, addressing facets across five strands: Conceptually rich teacher explanations; Common student misconceptions; Guided discovery and active learning suggestions; Multiple mathematics representations to facilitate different learning styles; Authentic real life problems. This book is particularly suited for in-service and pre-service mathematics educators.

Dr. Niamh O'Meara is an associate professor of mathematics education in the University of Limerick, Ireland, and deputy director of the National Centre for STEM Education (EPISTEM). Her doctoral thesis, published in 2011, focused on mathematics teacher knowledge. During this study, she designed a model of teacher knowledge for the effective teaching of mathematics teaching. More recently, Niamh has drawn on this model and models for teacher understanding to design a model highlighting the understanding and knowledge required by teachers to teach mathematics effectively. 

Dr. Mark Prendergast is an associate professor in the field of mathematics education at University College Cork, Ireland. He joined the UCC School of Education in 2019 and is currently Director of the School's Cohort PhD in Education programme. His key research interests are in the areas of mathematics education, teacher education, and adult numeracy. Methodologically his work reflects a range of approaches, from small-scale qualitative studies to large-scale statistical work.