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Embracing Mathematics

Embracing Mathematics Author Peter Appelbaum
ISBN-10 9781135892234
Release 2008-06-30
Pages 368
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This alternative textbook for courses on teaching mathematics asks teachers and prospective teachers to reflect on their relationships with mathematics and how these relationships influence their teaching and the experiences of their students. Applicable to all levels of schooling, the book covers basic topics such as planning and assessment, classroom management, and organization of classroom experiences; it also introduces some novel approaches to teaching mathematics, such as psychoanalytic perspectives and post-modern conceptions of curriculum. Traditional methods-of-teaching issues are recast in a new discourse, provoking new ideas for making mathematics education meaningful to teachers as well as their students. Co-authored by a professor and coordinator of mathematics education programs, with illustrative contributions from practicing elementary, middle, and high school mathematics teachers, this book is a unique collaboration across all pre-college grades, making it ideal for teacher discussion groups at any level. Embracing Mathematics: integrates pedagogy and content exploration in ways that are unique in mathematics education features textboxes with reflection questions and suggested explorations that can be easily utilized as homework for a course or as discussion opportunities for teacher reading groups offers examples of teachers’ action research projects that grew out of their interactions with the main chapters in the book is not narrowly limited to mathematics education but incorporates curriculum studies – an invaluable asset that allows instructors to find more ways to engage students in self-reflexive acts of teaching Embracing Mathematics is intended as a method text for undergraduate and master’s-level mathematics education courses and more specialized graduate courses on mathematics education, and as a resource for teacher discussion groups.



Educational Paths to Mathematics

Educational Paths to Mathematics Author Uwe Gellert
ISBN-10 9783319154107
Release 2015-05-18
Pages 486
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This book offers fresh insight and understanding of the many ways in which children, youth and adults may find their paths to mathematics. The chapters of the volume offer and analyse promising new ways into mathematics. The focus is on spaces and modalities of learning, dialogue and inquiry, embodiment and aesthetic experience, information and communication technology and on the use of mathematics in public communication. The chapters present new mathematical activities and conceptions enriching the repertoire of mathematics education practices. Critical commentaries discuss the innovative potential of the new approaches to the teaching and learning of mathematics. As a consequence, the commentaries point to requirements and open issues in the field of research in mathematics education. The volume is remarkably international. Teachers and researchers from 14 countries authored 21 chapters and 7 commentaries. The reader is invited to reflect on the particular effect of presenting avenues to mathematics contrived in diverse national settings in which the praxis of mathematics education might look different compared to what happens in the reader’s place. The book starts a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques / International Commission for the Study and Improvement of Mathematics Education.



Reading and Writing the World with Mathematics

Reading and Writing the World with Mathematics Author Eric Gutstein
ISBN-10 9780415950848
Release 2006
Pages 257
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Provides a theoretical framework and practical examples for how math educators can connect schooling to larger sociopolitical contexts.



Differentiating Math Instruction K 8

Differentiating Math Instruction  K 8 Author William N. Bender
ISBN-10 9781452255453
Release 2013-09-11
Pages 295
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This seminal text is like no other, successfully blending the best of what technology has to offer with guidelines for meeting the objectives set forth by the Common Core.



Mathematics Education Within the Postmodern

Mathematics Education Within the Postmodern Author Margaret Walshaw
ISBN-10 1593111304
Release 2004
Pages 254
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These papers challenge accepted wisdoms about both the nature of mathematics and of education. Each of the chapters develops for mathematics education the importance of insights from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze.



Embracing Reason

Embracing Reason Author Daniel Chazan
ISBN-10 9781136965616
Release 2009-12-16
Pages 400
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This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It includes the writings and perspectives of high school students, high school teachers, preservice teacher candidates, doctoral students in mathematics education and other fields, mathematics teacher educators, and other education faculty. As a whole, this case study provides an opportunity to reflect on reform visions of mathematics for all students and the challenges inherent in the implementation of these visions in US schools. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.



Wrestling with Change

Wrestling with Change Author Lew Romagnano
ISBN-10 0435083422
Release 1994
Pages 191
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In Wrestling with Change, Lew Romagnano details his and a colleague's experiences transforming two ninth grade general mathematics classrooms into problem-centered environments. Practicing mathematics teachers will recognize elements of their own work in the story told here. Prospective teachers and teacher educators will find themselves in real mathematics classrooms via detailed vignettes of classroom events and the planning that led to them. Researchers of teaching will discover arguments built from a carefully constructed conceptual framework and rigorous qualitative research methods. Moreover, readers will find a different interpretation of the work of teachers who are wrestling with change. They will find evidence that some of the difficulties that Romagnano and his colleague encountered were not simply problems that could be solved by diligent work. They were, in fact, dilemmas for which these teachers found no clear solutions, only equally-flawed alternative courses of action. To accomplish the goal of teaching real mathematics, they had to manage the dilemmas of change.



Curriculum Studies Handbook The Next Moment

Curriculum Studies Handbook     The Next Moment Author Erik Malewski
ISBN-10 9781135857660
Release 2009-09-10
Pages 584
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What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four newer scholars who explore, each in their own unique ways, the present moment in curriculum studies. To contextualize the work of this up-and-coming generation, each chapter is paired with a shorter response by a well-known scholar in the field, provoking an intra-/inter-generational exchange that illuminates both historical trajectories and upcoming moments. From theorizing at the crossroads of feminist thought and post-colonialism to new perspectives that include critical race, currere, queer southern studies, Black feminist cultural analysis, post-structural policy studies, spiritual ecology, and East-West international philosophies, present and future directions in the U.S. American field are revealed.



5 Principles of the Modern Mathematics Classroom

5 Principles of the Modern Mathematics Classroom Author Gerald Aungst
ISBN-10 9781506301624
Release 2015-10-27
Pages 200
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Students pursue problems they’re curious about, not problems they’re told to solve. Creating a math classroom filled with confident problem solvers starts with challenges discovered in the real world, not a sequence of prescribed problems. In this groundbreaking book, Gerald Aungst offers five powerful principles for instilling a culture of learning in your classroom: Conjecture, Collaboration, Communication, Chaos, and Celebration. Aungst shows how to: Embrace collaboration and purposeful chaos to engage students in productive struggle Put each chapter’s principles into practice using a variety of strategies, activities, and technology tools Introduce lasting changes in your classroom through a gradual shift in processes and behaviors



Mathematical Mindsets

Mathematical Mindsets Author Jo Boaler
ISBN-10 9781118418277
Release 2015-10-12
Pages 320
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Banish math anxiety and give students of all ages a clear roadmap to success Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler—Stanford researcher, professor of math education, and expert on math learning—has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students. There is a clear gap between what research has shown to work in teaching math and what happens in schools and at home. This book bridges that gap by turning research findings into practical activities and advice. Boaler translates Carol Dweck's concept of 'mindset' into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all. Mathematical Mindsets: Explains how the brain processes mathematics learning Reveals how to turn mistakes and struggles into valuable learning experiences Provides examples of rich mathematical activities to replace rote learning Explains ways to give students a positive math mindset Gives examples of how assessment and grading policies need to change to support real understanding Scores of students hate and fear math, so they end up leaving school without an understanding of basic mathematical concepts. Their evasion and departure hinders math-related pathways and STEM career opportunities. Research has shown very clear methods to change this phenomena, but the information has been confined to research journals—until now. Mathematical Mindsets provides a proven, practical roadmap to mathematics success for any student at any age.



Using Internet Primary Sources to Teach Critical Thinking Skills in Mathematics

Using Internet Primary Sources to Teach Critical Thinking Skills in Mathematics Author Evan Glazer
ISBN-10 031331327X
Release 2001-01-01
Pages 222
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Provides examples of lessons that use Web sources to promote critical thinking in the math classroom.



Mathematics in a Postmodern Age

Mathematics in a Postmodern Age Author James Bradley
ISBN-10 9780802849106
Release 2001
Pages 399
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The discipline of mathematics has not been spared the sweeping critique of postmodernism. Is mathematical theory true for all time, or are mathematical constructs in fact fallible? This fascinating book examines the tensions that have arisen between modern and postmodern views of mathematics, explores alternative theories of mathematical truth, explains why the issues are important, and shows how a Christian perspective makes a difference. Contributors: W. James Bradley William Dembski Russell W. Howell Calvin Jongsma David Klanderman Christopher Menzel Glen VanBrummelen Scott VanderStoep Michael Veatch Paul Zwier



Strategies for Teaching Mathematics

Strategies for Teaching Mathematics Author Deborah V. Mink
ISBN-10 1425802494
Release 2009-07-15
Pages 320
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Enhance mathematics instruction and build students' understanding of mathematical concepts with this exceptional resource notebook. Choose from a wide range of easy-to-implement strategies that enhance mathematical content. Topics include developing students' mathematical vocabulary and problem-solving abilities, assessing students' mathematics thinking, and using manipulatives. Highlights include tips on planning instruction and managing the mathematics classroom, plus differentiation strategies for each lesson. Includes Teacher Resource CD with reproducibles including rubrics and assessment materials. This resource is correlated to the Common Core and other state standards, is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills, and supports core concepts of STEM instruction.



Building a Better Teacher How Teaching Works and How to Teach It to Everyone

Building a Better Teacher  How Teaching Works  and How to Teach It to Everyone Author Elizabeth Green
ISBN-10 9780393244151
Release 2014-08-04
Pages 320
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A New York Times Book Review Notable Book "A must-read book for every American teacher and taxpayer." —Amanda Ripley, author of The Smartest Kids in the World Launched with a hugely popular New York Times Magazine cover story, Building a Better Teacher sparked a national conversation about teacher quality and established Elizabeth Green as a leading voice in education. Green's fascinating and accessible narrative dispels the common myth of the "natural-born teacher" and introduces maverick educators exploring the science behind their art. Her dramatic account reveals that great teaching is not magic, but a skill—a skill that can be taught. Now with a new afterword that offers a guide on how to identify—and support—great teachers, this provocative and hopeful book "should be part of every new teacher’s education" (Washington Post).



Mathematics Content for Elementary Teachers

Mathematics Content for Elementary Teachers Author Douglas K. Brumbaugh
ISBN-10 9781135633806
Release 2004-09-22
Pages 320
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THE book for elementary education mathematics content courses! Designed to help prospective teachers of elementary school mathematics learn content beyond the rote level, this text stimulates readers to think beyond just getting the problem right and fosters their development into thoughtful, reflective, self-motivated, life-long learners. It stresses the what and why of elementary school mathematics content. Hints are provided about how to teach the content but this is mostly left to courses and texts that are dedicated to that purpose. The text is organized around the National Council for Teachers of Mathematics' Principles and Standards for School Mathematics. The Standards dictate the basic sections of the text. Within each section, appropriate specific topics are developed, intertwined with technology, problem solving, assessment, equity issues, planning, teaching skills, use of manipulatives, sequencing, and much more. In addition, major focal points of the Standards are emphasized throughout: effective teachers of mathematics should be able to motivate all students to learn, should understand the developmental levels of how children learn, should concentrate on what children need to become active participants in the learning environment, and should be engaged in ongoing investigations of new mathematical concepts and teaching strategies. Mathematics Content for Elementary Teachers is based on several fundamental premises: *The focus of mathematics education should be on the process, not the answer. *Elementary teachers should know the mathematics content they are teaching, know more than the content they are teaching, and teach from the overflow of knowledge. *It is important for teachers to be flexible in allowing students to use different procedures--teaching from the "overflow of knowledge" implies knowing how to do a given operation more than one way and being willing to examine many different ways. *Teachers need to learn to carefully cover the topics to be taught, to reflect upon them, and to be able to organize them. To help prospective elementary teachers concentrate on the mathematics content they will be expected to teach and begin to build the foundation for the methods they will use, this text includes only elementary mathematics content and does not address middle school concepts. Pedagogical features: *The text is organized according to NCTM Standards. *An informal writing style speaks directly to readers and is geared to pre-service teachers. *Focus is given to multiple methods of problem solving at four developmental levels. *Questions, exercises, and activities are interspersed throughout each section rather than gathered at the end of each chapter. *Complete solutions for exercises are provided.



The Teaching and Learning of Mathematics at University Level

The Teaching and Learning of Mathematics at University Level Author Derek Holton
ISBN-10 1402000723
Release 2001-09-30
Pages 560
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This book arose from the ICMI Study into the teaching and learning of mathematics at university level that began with a conference in Singapore in 1998. The book looks at tertiary mathematics and its teaching from a number of aspects including practice, research, mathematics and other disciplines, technology, assessment, and teacher education. Over 50 authors, all international experts in their field, combined to produce a text that contains the latest in thinking and the best in practice. It therefore provides in one book a state-of-the-art statement on tertiary teaching from a multi-perspective standpoint. No previous book has attempted to take such a wide view of the topic.



Mathematical Knowledge in Teaching

Mathematical Knowledge in Teaching Author Tim Rowland
ISBN-10 904819766X
Release 2011-01-06
Pages 304
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The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.