Downloadable articles

Thompson, I. (2010) How good are you at subitizing?

National Centre for Excellence in the Teaching of Mathematics, Early Years Magazine, Issue 11, R4U (in press).

Thompson, I. (2010) Some are born lucky; some are summer-born! National Centre for Excellence in the Teaching of Mathematics, Early Years Magazine, Issue 10, R4U.

Thompson, I. (2010) The transition from home to an educational setting, National Centre for Excellence in the Teaching of Mathematics, Early Years Magazine, Issue 9, R4U.

Thompson, I. (2010) An alternative counting model, National Centre for Excellence in the Teaching of Mathematics, Early Years Magazine, Issue 8, R4U.

Thompson, I. (2010) The principal counting principles, National Centre for Excellence in the Teaching of Mathematics, Early Years Magazine, Issue 7, R4U.

Thompson, I. (2010) Maths and babies! National Centre for Excellence in the Teaching of Mathematics, Early Years Magazine, Issue 5, R4U.

Thompson, I. (2009) Children representing quantity, National Centre for Excellence in the Teaching of Mathematics, Early Years Magazine, Issue 3, R4U.

Thompson, I. (2009) Making your mark, National Centre for Excellence in the Teaching of Mathematics, Early Years Magazine, Issue 1, R4U.

Thompson, I. (2010) Subtraction in Key Stage 3: Which algorithm? Mathematics in School, 39, 1, 29-31.

Thompson, I. (2009) Place value, Mathematics Teaching, 215, 4-5.

Thompson, I. (2009) Mental calculation, Mathematics Teaching, 213, 40-42.

Thompson, I. (2009) Can we count on the early years foundation stage ‘Practice guidance’? Primary Mathematics, 13, 1, 10-13.

Thompson, I. (2008) Early years foundation stage: How much does it count? Mathematics Teaching, 210, 40-41.

Thompson, I. (2008) Deconstructing the PNS approach to calculation - Part 4: Division, Mathematics Teaching, 208, 6-8.

Thompson, I. (2008) Deconstructing the PNS approach to calculation - Part 3: Multiplication, Mathematics Teaching, 206, 34-36.

Thompson, I. (2007) Deconstructing the PNS approach to calculation - Part 2: Subtraction, Mathematics Teaching, 204, 6-8.

Thompson, I. (2007) Deconstructing the PNS approach to calculation - Part 1: Addition, Mathematics Teaching, 202, 14-15.

Thompson, I. (2007) The Revised Framework: an exercise in consultation? Primary Mathematics, 11, 1, 3 – 5.

Thompson, I. (2005) Division by complementary multiplication, Mathematics in School, 34, 5, 5-7.

Thompson, I. (2005) Teaching mental calculation, Equals, 11, 3, 8-9.

Thompson, I. (2004) To jot or not to jot, Mathematics in School, 33, 3, 6-7.

Thompson, I. (2004) Narrowing the gap between mental computation strategies and standard written algorithms, Paper presented at the Tenth International Congress of Mathematics Education Conference (ICME-10), Copenhagen.

Thompson, I. (2003) On the right track? Primary Mathematics, 7, 3, 9-11.

Thompson, I. (2003) United we stand; divided we fall, Mathematics in School, 32, 3, 21-23.

Thompson, I. (2003) Putting place value in its place, Mathematics Teaching, 184, 14-15.

Thompson, I. (2003) 1–100 rules OK? Mathematics Teaching, 185, 14-15.

Thompson, I. and Bramald, R. (2002) An investigation of the relationship between young children’s understanding of place value and their competence at mental addition. Final report submitted to the Nuffield Foundation. (Department of Education, University of Newcastle upon Tyne).

Thompson, I. (2001) British research on mental and written calculation methods for addition and subtraction, in M. Askew and M. Brown (eds), Teaching and learning Primary Numeracy: Policy, Practice and Effectiveness. (A review of British research for the British Educational Research Association) 15-21.

Thompson, I. (2000) Is the national numeracy strategy evidence-based? Mathematics Teaching, 171, 23-27.

Thompson, I. (2000) Mental calculation strategies for addition and subtraction - Part 2, Mathematics in School, 29, 1, 24-26.

Thompson, I. (2000) The role of partitioning in mental calculation strategies, Equals, 6, 1, 15-17.

Thompson, I. (2000) Teaching place value in the UK: time for a reappraisal? Educational Review, 52, 3, 291-298.

Thompson, I. (2000) Understanding and assessing children’s mathematical thinking through mental calculation. Invited paper presented to ‘Working Group 1’ at the Ninth International Congress of Mathematics Education (ICME 9), (Makuhari, Japan).

Thompson, I. (1999) Implications of research on mental calculation for the teaching of place value, Curriculum, 20, 3, 185-191.

Thompson, I. and Smith, F. (1999) Mental calculation strategies for the addition and subtraction of 2- digit numbers, (Report for the Nuffield Foundation), Department of Education, University of Newcastle upon Tyne.

Thompson, I. (1999) Mental calculation strategies for addition and subtraction - Part 1, Mathematics in School, 28, 5, 22-25.

Thompson, I. (1998) Written subtraction algorithms: time for a change? Education 3-13, 26, 3, 55-58.

Thompson, I. (1998) The influence of structural aspects of the English counting word system on the teaching and learning of place value, Research in Education, 59, 1-8.

Thompson, I. (1998) Calculators and mental calculation: incompatible or complementary? On the Button, 5, 1-2.

Thompson, I. (1996) User-friendly calculation algorithms, Mathematics in School, 25, 5, 42-45.

Thompson, I. (1995) Count it out, Child Education, 72, 4, 18-19, and Out for the count, Child Education, 72, 3, 20-21.

Thompson, I. (1995) Calculation Algorithms: narrowing the gap between mental and written methods. Education 3-13, 23, 11-16.

Thompson, I. (1995) Pre-number activities and the early years number curriculum, Mathematics in School, 24, 1, 37-39.

Thompson, I. (1995) The role of counting in the idiosyncratic mental calculation algorithms of young children, European Early Childhood Education Research Journal, 3, 1, 5-16.

Thompson, I. (1994) Early years mathematics: have we got it right?" Curriculum, 15, 1, 42-49.

Thompson, I. (1994) Young children's idiosyncratic written algorithms for addition, Educational Studies in Mathematics, 26, 4, 323-345.

Thompson, I. (1993) Thirteen ways to solve a problem, Mathematics Teaching, 144, 27-30.

Thompson, I. (1993) Mind over maths, Child Education 70, 6, 46-47.

Thompson, I. (1991) SATisfactory progress? Mathematics in School, 20, 5, 28-29.

Thompson, I. (1990) Double up and double back, Child Education, 67, 8, 36-37.

Thompson, I. (1989) Types of error and checking strategies in calculator work, in Calculators in the Primary School, ATM and MA, 66-68.

Thompson, I. (1989) Mind games, Child Education, 66, 12, 28-29.

Thompson, I. (1985) On the trail, Child Education, 62, 11, 26-27.

Thompson, I. (1985) Maths trail blazer, Junior Education, 9, 9, p.13.