This book looks at how practitioners have focused on the fully educational application of intellect to the problem of developing mathematical thinking among one's pupils. Each chapter demonstrates reflective minds at work, relying on close observation, willingness to understand the student's thinking processes and patient commitment to students over long periods of time. Following a preface and an introduction, this book presents the following 14 chapters: (1) Is There a Substitute for Experience in Learning?; (2) Low Attaining Students Can Think Mathematically; (3) Numeracy Recovery: A Pilot Scheme for Early Intervention with Young Children with Numeracy Difficulties; (4) What Do Children See? A Study of Children's Representations of Numbers and Operations; (5) Difficulties in Extending Counting; (6) John's Access to Pythagoras' Theorem: Inclusion and Entitlement in Action; (7) Count Me Out: Task Refusal in Primary Mathematics; (8) Working through Complexity: An Experience of Developing Mathematical Thinking through the Use of Logo with Low Attaining Pupils; (9) A Study of Progression in Written Calculation Strategies for Division; (10) Using Graphics Calculators with Low Attaining Pupils; (11) Generalising Arithmetic: An Alternative to Algebra (or Things To Do with A Plastic Bag); (12) Watching, Listening and Acting: A Case Study of Learning Support Assistants in Primary Mathematics Lessons; (13) Responsive Questioning in a Mixed-Ability Group; and (14) Inclusion and Entitlement: Equality of Opportunity and Quality of Curriculum Provision. [This book is a David Fulton/Nasen Publication.]