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Brings together over one hundred different approaches from classrooms worldwide, exposing mathematicians to methods that they've never before encountered.
Joanne Morgan's fascinating and practical book presents a selection of mathematical methods for twenty topics in the secondary maths curriculum. Some of the methods featured are used widely in schools around the world, others are only used in a small number of countries. Some have been in use for generations and others have fallen out of fashion.Some of the very best maths teachers are those who take the time to research their subject in greater depth. Exploring new methods can help us make sense of things, even if we choose not to teach those methods. Read this book with an open mind and willingness to learn!
Joanne Morgan's fascinating and practical book presents a selection of mathematical methods for twenty topics in the secondary maths curriculum. Some of the methods featured are used widely in schools around the world, others are only used in a small number of countries. Some have been in use for generations and others have fallen out of fashion.Some of the very best maths teachers are those who take the time to research their subject in greater depth. Exploring new methods can help us make sense of things, even if we choose not to teach those methods. Read this book with an open mind and willingness to learn!
This practical workbook assists school-based mentors of mathematics teachers to develop their mentoring skills, offering mentors the essential guidance needed in order to effectively support trainee or newly qualified secondary mathematics teachers, as well as in their overall career development. Offering tried and tested strategies based on research and evidence, Mentoring Mathematics Teachers in the Secondary School covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback sheets, observation sheets, case studies, sample dialogues and other learning activities and exercises. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding mathematics teachers, whether in teacher training or as newly qualified or early-career teachers. Key topics explored include: Roles and responsibilities of mentors within mathematics education, and understanding yourself as a mentor The mentor–mentee relationship, and helping develop a beginning teacher’s identity Supporting specific aspects of beginning mathematics teachers’ knowledge, skills and understanding, including developing reflective practice, lesson planning and mathematical misconceptions Strategies for observation and analysis of lessons, marking, assessment and the use of data Mentoring for long-term career and teacher development Filled with the key tools needed for the mentor’s individual development, Mentoring Mathematics Teachers in the Secondary School offers an accessible and practical guide to mentoring trainee teachers and early-career teachers with ready-to-use strategies that support, inspire and elevate both mentors and teachers alike. This book also includes an online eResource offering downloadable resources and web-based training material.
NORTH AMERICAN RIGHTS ONLY: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, © Jo Boaler. This revised edition is for sale in North America only. The first book to provide direct evidence for the effectiveness of traditional and reform-oriented teaching methods, Experiencing School Mathematics reports on careful and extensive case studies of two schools that taught mathematics in totally different ways. Three hundred students were followed over three years, providing an unusual and important range of data, including observations, interviews, questionnaires, and assessments, to show the ways students' beliefs and understandings were shaped by the different approaches to mathematics teaching. The interviews that are reproduced in the book give compelling insights into what it meant to be a student in the classrooms of the two schools. Questions are raised about and new evidence is provided for: * the ways in which "traditional" and "reform oriented" mathematics teaching approaches can impact student attitude, beliefs, and achievement; *the effectiveness of different teaching methods in preparing students for the demands of the "real world" and the 21st century; *the impact of tracking and heterogeneous ability grouping; and *gender and teaching styles--the potential of different teaching approaches for the attainment of equity. The book draws some radical new conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings. This edition has been revised for the North American market to show the relevance of the study results in light of the U.S. reform movement, the "math wars" and debates about teachers, assessment, and tracking. The details of the study have been rewritten for an American audience and the results are compared with research conducted in the U.S. This is an important volume for mathematics teachers and researchers, education policymakers, and for students in mathematics education courses. NOTE: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, © Jo Boaler. This revised edition is for sale in North America only.
Sponsored by the National Council of Teachers of Mathematics and written by leading experts in the field of mathematics education, the Handbook is specifically designed to make important, vital scholarship accessible to mathematics education professors, graduate students, educational researchers, staff development directors, curriculum supervisors, and teachers. The Handbook provides a framework for understanding the evolution of the mathematics education research field against the backdrop of well-established conceptual, historical, theoretical, and methodological perspectives. It is an indispensable working tool for everyone interested in pursuing research in mathematics education as the references for each of the Handbook's twenty-nine chapters are complete resources for both current and past work in that particular area.
John A. Van de Walle has written a book that helps readers make sense of mathematics and become confident in their ability to teach mathematics to children K to 8. Elementatry and Middle School Mathematics consists of 16 chapters reflecting the view that all mathematics can be taught through a problem-solving approach that motivates children and builds their confidence as they learn. This book thoroughly discusses the new standards and clearly develops four key aspects of teaching mathematics: the nature of mathematics as a science of pattern and order; an understanding of how children learn mathematics; a problem solving view of teaching mathematics; and specific methods for integrating assessment with instruction. Simple yet effective classroom activities are woven throughout the chapters as well as suggestions for technology and literature.
This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well. Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists in cultural and even social history.
