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Mathematics Classrooms by
Publication Date: 2013-01-01
This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. I recommend it wholeheartedly (Extract from Barbara Jaworski's preface. ) With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Pari s, Aur lie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac.
Mathematics and Sports by
Publication Date: 2010-12-31
This book is an eclectic compendium of the essays solicited for the 2010 Mathematics Awareness Month web page on the theme of Mathematics and Sports. In keeping with the goal of promoting mathematics awareness to a broad audience, all of the articles are accessible to college level mathematics students and many are accessible to the general public. The book is divided into sections by the kind of sports. The section on football includes an article that evaluates a method for reducing the advantage of the winner of a coin flip in an NFL overtime game; the section on track and field examines the ultimate limit on how fast a human can run 100 meters; the section on baseball includes an article on the likelihood of streaks; the section on golf has an article that describes the double-pendulum model of a golf swing, and an article on modeling Tiger Wood's career. The articles provide source material for classroom use and student projects. Many students will find mathematical ideas motivated by examples taken from sports more interesting than the examples selected from traditional sources.
Primary Mathematics by
Publication Date: 2009-09-01
"One feature of this book that sets it apart from others is the care that is taken to clarify the authors' interpretation of the phrase 'teaching for understanding'. Each component of this interpretation - connections, representations, reasoning, communication and misconceptions - is then successfully incorporated as a theme in the subsequent chapters that develop important mathematical topics." Ian Thompson, Visiting Professor at Edge Hill University and Northumbria University, UK This important book aims to support and develop teachers' understanding of the key primary mathematics topics. It takes an innovative approach by defining exactly what is meant by 'understanding' and uses this model to examine and explain various mathematical topics. The authors emphasize the importance of the different representations that can be used for mathematical concepts and inform the reasoning process. By focusing on understanding, the book also draws attention to common misconceptions that teachers may encounter in the classroom. Key features: Specific focus on 'understanding' to offer new insights in to how to teach the topics Case studies to demonstrate how to communicate mathematical topics in the classroom End of chapter questions to stimulate discussion The authors integrate research and theory throughout, to highlight core issues. This theoretical background is also linked directly to classroom practice and informs suggestions for how topics can be communicated in the classroom. This offers valuable guidance to trainee teachers on how to teach the topics and presents experienced teachers with the opportunity to develop their subject and pedagogical knowledge.
Mathematics Miseducation by
Publication Date: 2005-04-07
Author and veteran teacher Derek Stolp has come to the conclusion that learning mathematics is of no real consequence for the vast majority of our children. This stance flies in the face of the conventional wisdom held among political leaders, business people, teachers, and parents that mathematics is an essential subject for all children to study well into their high school years. In Mathematics Miseducation, Stolp argues that mathematics, as currently taught, does not justify inclusion in the curriculum and he suggests practical changes that can be implemented within a traditional school environment to resuscitate mathematics education. In this book, the author demonstrates that our beliefs about what children need and what motivates them to learn promote practices that are counterproductive, and that these practices ultimately corrupt students' own healthy motivations. Stolp contends that there is too much emphasis upon academics in our schools, and that other important dimensions of education, such as the social, emotional, and moral development of our children, are ignored. Includes: -Progressive and practical alternatives to the traditional methods of teaching -Research and examples citing ways of bringing the discipline to life In seamlessly weaving theory and practice, Derek Stolp provides a narrative that is accessible to any adult concerned about what our children are learning in mathematics.
A Guide to Mathematics Coaching by
Publication Date: 2009-07-01
′The authors provide a commonsense approach for those who work directly with classroom teachers to support and improve teaching and learning. Easily read, this book lays out a simple plan for success as a mathematics coach′ - Emily S. Rash, Mathematics Specialist, Monroe City School District, LA Math coaches play a vital role in strengthening math instruction and learning in schools. However, without a collegial relationship with the teachers they are trying to help, it is difficult to foster productive collaborations that lead to better teaching practice and increased student achievement. This resource helps coaches confidently clarify, define, and fulfill their role as influential mathematics leaders. Based on principles established by NCTM and NCSM, this volume features a three-part process for engaging teachers in building high-quality, equitable mathematics programs. The chapters help coaches effectively: - Collaborate with teachers to align and implement curriculum that positively impacts student learning and achievement - Build trust and rapport with hesitant or resistant teachers - Develop collegial partnerships for planning, analyzing, and reflecting on instruction - Support and sustain individual and institutional change Filled with numerous vignettes to illustrate coaching practices and strategies to move teachers toward more effective instructional models, A Guide to Mathematics Coaching is an essential companion for transforming mathematics classrooms.