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Author: Brent Davis
Publisher: Routledge
ISBN: 1135097860
Category : Education
Languages : en
Pages : 141
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Book Description
What sorts of mathematics competencies must teachers have in order to teach the discipline well? This book offers a novel take on the question. Most research is focused on explicit knowledge–that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers’ mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available for teaching. Emerging from 10 years of collaborative inquiry with practicing teachers, it is simultaneously informed by the most recent research and anchored to the realities of teachers’ lives in classrooms.
Author: Brent Davis
Publisher: Routledge
ISBN: 1135097860
Category : Education
Languages : en
Pages : 141
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Book Description
What sorts of mathematics competencies must teachers have in order to teach the discipline well? This book offers a novel take on the question. Most research is focused on explicit knowledge–that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers’ mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available for teaching. Emerging from 10 years of collaborative inquiry with practicing teachers, it is simultaneously informed by the most recent research and anchored to the realities of teachers’ lives in classrooms.
Author: Liping Ma
Publisher: Routledge
ISBN: 1135149496
Category : Education
Languages : en
Pages : 290
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Book Description
Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.
Author: Craig Barton
Publisher:
ISBN: 9781943920587
Category : Effective teaching
Languages : en
Pages : 451
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Book Description
Brought to an American audience for the first time, How I Wish I'd Taught Maths is the story of an experienced and successful math teacher's journey into the world of research, and how it has entirely transformed his classroom.
Author: Tracy Johnston Zager
Publisher: Taylor & Francis
ISBN: 1003839517
Category : Education
Languages : en
Pages : 393
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Book Description
Ask mathematicians to describe mathematics and they' ll use words like playful, beautiful, and creative. Pose the same question to students and many will use words like boring, useless, and even humiliating. Becoming the Math Teacher You Wish You' d Had, author Tracy Zager helps teachers close this gap by making math class more like mathematics. Zager has spent years working with highly skilled math teachers in a diverse range of settings and grades and has compiled those' ideas from these vibrant classrooms into' this game-changing book. Inside you' ll find: ' How to Teach Student-Centered Mathematics:' Zager outlines a problem-solving approach to mathematics for elementary and middle school educators looking for new ways to inspire student learning Big Ideas, Practical Application:' This math book contains dozens of practical and accessible teaching techniques that focus on fundamental math concepts, including strategies that simulate connection of big ideas; rich tasks that encourage students to wonder, generalize, hypothesize, and persevere; and routines to teach students how to collaborate Key Topics for Elementary and Middle School Teachers:' Becoming the Math Teacher You Wish You' d Had' offers fresh perspectives on common challenges, from formative assessment to classroom management for elementary and middle school teachers No matter what level of math class you teach, Zager will coach you along chapter by chapter. All teachers can move towards increasingly authentic and delightful mathematics teaching and learning. This important book helps develop instructional techniques that will make the math classes we teach so much better than the math classes we took.
Author: Theresa Wills
Publisher: Corwin Press
ISBN: 1071837125
Category : Education
Languages : en
Pages : 194
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Book Description
Make Rich Math Instruction Come to Life Online In an age when distance learning has become part of the "new normal," educators know that rich remote math teaching involves more than direct instruction, online videos, and endless practice problems on virtual worksheets. Using both personal experience and those of teachers in real K-12 online classrooms, distance learning mathematics veteran Theresa Wills translates all we know about research-based, equitable, rigorous face-to-face mathematics instruction into an online venue. This powerful guide equips math teachers to: Build students’ agency, identity, and strong math communities Promote mathematical thinking, collaboration, and discourse Incorporate rich mathematics tasks and assign meaningful homework and practice Facilitate engaging online math instruction using virtual manipulatives and other concrete learning tools Recognize and address equity and inclusion challenges associated with distance learning Assess mathematics learning from a distance With examples across the grades, links to tutorials and templates, and space to reflect and plan, Teaching Math at a Distance offers the support, clarity, and inspiration needed to guide teachers through teaching math remotely without sacrificing deep learning and academic growth.
Author: Ben Orlin
Publisher: Black Dog & Leventhal
ISBN: 0316509027
Category : Mathematics
Languages : en
Pages : 556
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Book Description
A hilarious reeducation in mathematics-full of joy, jokes, and stick figures-that sheds light on the countless practical and wonderful ways that math structures and shapes our world. In Math With Bad Drawings, Ben Orlin reveals to us what math actually is; its myriad uses, its strange symbols, and the wild leaps of logic and faith that define the usually impenetrable work of the mathematician. Truth and knowledge come in multiple forms: colorful drawings, encouraging jokes, and the stories and insights of an empathetic teacher who believes that math should belong to everyone. Orlin shows us how to think like a mathematician by teaching us a brand-new game of tic-tac-toe, how to understand an economic crises by rolling a pair of dice, and the mathematical headache that ensues when attempting to build a spherical Death Star. Every discussion in the book is illustrated with Orlin's trademark "bad drawings," which convey his message and insights with perfect pitch and clarity. With 24 chapters covering topics from the electoral college to human genetics to the reasons not to trust statistics, Math with Bad Drawings is a life-changing book for the math-estranged and math-enamored alike.
Author: Alan Sultan
Publisher: Routledge
ISBN: 1315391899
Category : Education
Languages : en
Pages : 789
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Book Description
Designed to help pre-service and in-service teachers gain the knowledge they need to facilitate students' understanding, competency, and interest in mathematics, the revised and updated Second Edition of this popular text and resource bridges the gap between the mathematics learned in college and the mathematics taught in secondary schools. Highlighting multiple types of mathematical understanding to deepen insight into the secondary school mathematics curriculum, it addresses typical areas of difficulty and common student misconceptions so teachers can involve their students in learning mathematics in a way that is interesting, interconnected, understandable, and often surprising and entertaining. Six content strands are discussed—Numbers and Operations; Algebra; Geometry; Measurement; Data Analysis and Probability; and Proof, Functions, and Mathematical Modeling. The informal, clear style supports an interactive learner-centered approach through engaging pedagogical features: Launch Questions at the beginning of each section capture interest and involve readers in learning the mathematical concepts. Practice Problems provide opportunities to apply what has been learned and complete proofs. Questions from the Classroom bring the content to life by addressing the deep "why" conceptual questions that middle or secondary school students are curious about, and questions that require analysis and correction of typical student errors and misconceptions; focus on counter intuitive results; and contain activities and/or tasks suitable for use with students. Changes in the Second Edition New sections on Robotics, Calculators, Matrix Operations, Cryptography, and the Coefficient of Determination New problems, simpler proofs, and more illustrative examples Answers and hints for selected problems provided
Author: Paola Sztajn
Publisher: Corwin Press
ISBN: 1071821571
Category : Education
Languages : en
Pages : 225
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Book Description
Achieve High-Quality Mathematics Discourse With Purposeful Talk Techniques Many mathematics teachers agree that engaging students in high quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. Activating Math Talk tackles this challenge by bringing practical, math-specific, productive discourse techniques that are applicable to any lesson or curriculum. Framed around 11 student-centered discourse techniques, this research-based book connects purposeful instructional techniques to specific lesson goals and includes a focus on supporting emergent multilingual learners. You will be guided through each technique with Classroom examples of tasks and techniques spanning grades K–5 Reflection moments to help you consider how key ideas relate to your own instruction Classroom vignettes that illustrate the techniques in action and provide opportunities to analyze and prepare for your own implementation Group discussion questions for engaging with colleagues in your professional community Achieving high-quality mathematics discourse is within your reach using the clear-cut techniques that activates your math talk efforts to promote every student’s conceptual learning.
Author: John J. SanGiovanni
Publisher: Corwin Press
ISBN: 1071861220
Category : Education
Languages : en
Pages : 233
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Book Description
Your guide to grow and learn as a math teacher! Let’s face it, teaching elementary math can be hard. So much about how we teach math today may look and feel different from how we learned it. Today, we recognize placing the student at the center of their learning increases engagement, motivation, and academic achievement soars. Teaching math in a student-centered way changes the role of the teacher from one who traditionally “delivers knowledge” to one who fosters thinking. Most importantly, we must ensure our practice gives each and every student the opportunity to learn, grow, and achieve at high levels, while providing opportunities to develop their agency and authority in the classroom which results in a positive math identity. Whether you are a brand new teacher or a veteran, if you find teaching math to be quite the challenge, this is the guide you want by your side. Designed for just-in-time learning and support, this practical resource gives you brief, actionable answers to your most pressing questions about teaching elementary math. Written by four experienced math educators representing diverse experiences, these authors offer the practical advice they wish they received years ago, from lessons they′ve learned over decades of practice, research, coaching, and through collaborating with teams, teachers and colleagues—especially new teachers—every day. Questions and answers are organized into five areas of effort that will help you most thrive in your elementary math classroom: 1. How do I build a positive math community? 2. How do I structure, organize, and manage my math class? 3. How do I engage my students in math? 4. How do I help my students talk about math? 5. How do I know what my students know and move them forward? Woven throughout, you′ll find helpful sidebar notes on fostering identity and agency; access and equity; teaching in different settings; and invaluable resources for deeper learning. The final question—Where do I go from here?— offers guidance for growing your practice over time. Strive to become the best math educator you can be; your students are counting on it! What will be your first step on the journey?
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309072522
Category : Education
Languages : en
Pages : 233
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Book Description
There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions: What is the mathematical knowledge teachers need to know in order to teach well? How can teachers develop the mathematical knowledge they need to teach well? The Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers presented, the activities, and plenary sessions that took place.
