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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.



Mapping Equity and Quality in Mathematics Education

Mapping Equity and Quality in Mathematics Education Author Bill Atweh
ISBN-10 9048198038
Release 2011-01-06
Pages 624
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Concerns about quality mathematics education are often posed in terms of the types of mathematics that are worthwhile and valuable for both the student and society in general, and about how to best support students so that they can develop this mathematics. Concerns about equity are about who is excluded from the opportunity to develop quality mathematics within our current practices and systems, and about how to remove social barriers that systematically disadvantage those students. This collection of chapters summarises our learning about the achievement of both equity and quality agendas in mathematics education and to move forward the debate on their importance for the field.



The Disorder of Mathematics Education

The Disorder of Mathematics Education Author Hauke Straehler-Pohl
ISBN-10 9783319340067
Release 2016-08-23
Pages 329
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Research within a socio-political paradigm or “turn” has been gradually recognized and institutionalized as an important part of mathematics education. This book focuses on the neglected problems, tensions and contradictions evoked by this process. The authors do this by challenging current regimes of truth about mathematics education; by identifying how recent technological developments challenge or suspend contemporary conceptions of mathematics education; by critiquing the ideological entanglement of mathematics, its education and schooling with capitalism; by self-reflective analyses of researchers' impacts on shaping what is and can be perceived as the practice of mathematics education (research); and by confronting main-stream mathematics education with socio-political contexts that are usually neglected. In this way, "mathematical rationality" becomes contextualized within contemporary society, where it reproduces itself through technologies, social practices, media and other spheres of social life.



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.



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.



5 Principles of the Modern Mathematics Classroom

5 Principles of the Modern Mathematics Classroom Author Gerald Aungst
ISBN-10 9781506322995
Release 2015-10-09
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



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.



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.



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.



Confessions of a 21st Century Math Teacher

Confessions of a 21st Century Math Teacher Author Barry Garelick
ISBN-10 1517274451
Release 2015-09-08
Pages 162
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An honest and critical look at math education from the inside, from the author of "Letters from John Dewey/Letters from Huck Finn" For anyone concerned with what Common Core is bringing about in the name of 21st century math education, STEM education, and "21st century skills, this book is a must-read. "I am not an outright proponent of the philosophy that 'If you want something done right, you have to live in the past', but when it comes to how to teach math there are worse philosophies to embrace," Barry Garelick explains as he continues from where he left off in his last book ("Letters from John Dewey/Letters from Huck Finn"). He describes his experiences as a long-term substitute teacher at a high school and middle school. He teaches math as he best knows how while schools throughout California make the transition to the Common Core standards. It is the 50th anniversary of key historical events including the JFK assassination and the Beatles' arrival in the U.S. It is also the 50th anniversary of his first algebra course, the technical and personal memories of which he uses to guide him through the 21st century educational belief system that is infused with Common Core and which surrounds him. Adds Garelick: " 'Teaching Math in the 21st Century' will never be required reading in any school of education in the United States. While this might be a great reason to read the book, it is also a shame because there is a serious lack of an honest discussion and debate on math education issues that really needs to happen in education schools and within the education establishment in general." "The book offers a brief glimpse into the eye of the storm that matters to kids, parents and teachers: the classroom as it functions under changing curricula and mindsets and how stakeholders deal with it. The book shows how great teachers are desperate to deliver a solid education in spite of proclamations from disconnected, poorly-grounded leaders; it shows how students just want to learn math and parents want to feel confident and informed about the education their kids are receiving." Matthew Tabor, editor, Education News "If you want to know why a teacher without a political ax to grind and who is deeply committed to actual teaching would object to the Common Core--read this book!" David Olson, Asst Professor, Communications Studies, Southwestern University "I tried to get started on the book, but found typos and grammar errors in the first paragraph of the introduction. I just can't read through something as poorly edited as this." Retired employee of National Council of Teachers of Mathematics (NCTM) (NOTE: The errors have been corrected!!) FROM THE INTRODUCTION: This book takes place in the 21st century and a school district in California. Like many districts in the U.S., it is married to the groupthink-inspired conception known as 21st century learning. Those who have fallen under the spell of this idea believe that today's students live in the digital world where any information can be Googled, and facts are not as important as "learning how to learn". It is a brave new world in which students must collaborate, be creative, work as a team and construct new meanings. In the world of 21st century learning, one prevailing belief is that procedures don't stick; they are forgotten. Students are to be taught "learning skills", "critical and higher order thinking" and "habits of mind" in order to prepare for jobs that have not yet been created. In short, it is an educational orientation that I and others like me 1) do not believe in and 2) find ourselves immersed in. It was the underlying belief system in which I had to work during two long-term sub assignments which are the subject of the book you are about to read.



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.



Teaching Math Science and Technology in Schools Today

Teaching Math  Science  and Technology in Schools Today Author Dennis Adams
ISBN-10 9781475809053
Release 2014-02-19
Pages 176
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Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners offers unique, engaging, and thought-provoking ideas. It surveys today’s most important trends and dilemmas while explaining how collaboration and critical thinking can be translated into fresh classroom practices.



Math Exchanges

Math Exchanges Author Kassia Omohundro Wedekind
ISBN-10 9781571108265
Release 2011
Pages 202
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Traditionally, small-group math instruction has been used as a format for reaching children who struggle to understand. Math coach Kassia Omohundro Wedekind uses small-group instruction as the centerpiece of her math workshop approach, engaging all students in rigorous "math exchanges." The key characteristics of these mathematical conversations are that they are: 1) short, focused sessions that bring all mathematical minds together, 2) responsive to the needs of the specific group of mathematicians, and 3) designed for meaningful, guided reflection. As in reading and writing workshop, students in Kassia's math workshop are becoming self-directed and independent while participating in a classroom community of learners. Through the math exchanges, students focus on number sense and the big ideas of mathematics. Teachers guide the conversations with small groups of students, mediating talk and thinking as students share problem-solving strategies, discuss how math works, and move toward more effective and efficient approaches and greater mathematical understanding. Although grounded in theory and research, Math Exchanges is written for practicing teachers and answers such questions as the following: How can I use a math workshop approach and follow a certain textbook or set of standards? How should I form small groups? and How often should I meet with small groups? What should I focus on in small groups? How can I tell if my groups are making progress? What do small-group math exchanges look like, sound like, and feel like?



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).