This book shows how teachers may adapt their maths teaching to bring it in line with the way children actually learn mathematical concepts. It includes teacher's accounts of how they have tried to make maths more real to their children and theory naturally emerges from these accounts of good practice. The role of emergent maths within the National Curriculum is examined and links are drawn between the emergent approach in maths and in other subjects, in their own ability to teach maths and to suggest models for professinal development.