Mathematics Teachers in Transition
Mathematics Teachers in Transition

Author: Elizabeth Fennema

Publisher: Routledge

Published: 1997

Total Pages: 454

ISBN-13:

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This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

Transitions in Mathematics Education
Transitions in Mathematics Education

Author: Ghislaine Gueudet

Publisher: Springer

Published: 2016-07-07

Total Pages: 44

ISBN-13: 3319316222

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This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap – to create a transition. The book concludes with directions for future research on transitions in mathematics education.

Mathematics Teachers in Transition
Mathematics Teachers in Transition

Author: Elizabeth Fennema

Publisher: Routledge

Published: 2013-04-03

Total Pages: 447

ISBN-13: 1136496327

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This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

Teaching for Thinking
Teaching for Thinking

Author: Grace Kelemanik

Publisher:

Published: 2022-01-24

Total Pages: 184

ISBN-13: 9780325120072

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Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians.

High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice
High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice

Author: Robert Q. Berry III

Publisher: Corwin Press

Published: 2020-03-09

Total Pages: 328

ISBN-13: 1071806467

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Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world. Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content cross-referenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students’ unique passions and challenges Timelier than ever, teaching mathematics through the lens of social justice will connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future.

Proceedings of the 13th International Congress on Mathematical Education
Proceedings of the 13th International Congress on Mathematical Education

Author: Gabriele Kaiser

Publisher: Springer

Published: 2017-10-31

Total Pages: 735

ISBN-13: 3319625977

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This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. Directly before the congress activities were offered for 450 Early Career Researchers. The proceedings give a comprehensive overview on the current state-of-the-art of the discussions on mathematics education and display the breadth and deepness of current research on mathematical teaching-and-learning processes. The book introduces the major activities of ICME-13, namely articles from the four plenary lecturers and two plenary panels, articles from the five ICMI awardees, reports from six national presentations, three reports from the thematic afternoon devoted to specific features of ICME-13. Furthermore, the proceedings contain descriptions of the 54 Topic Study Groups, which formed the heart of the congress and reports from 29 Discussion Groups and 31 Workshops. The additional important activities of ICME-13, namely papers from the invited lecturers, will be presented in the second volume of the proceedings.

Teaching Mathematics Meaningfully
Teaching Mathematics Meaningfully

Author: David H. Allsopp

Publisher: Brookes Publishing Company

Published: 2007

Total Pages: 316

ISBN-13:

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Making mathematics concepts understandable is a challenge for any teacher--a challenge that's more complex when a classroom includes students with learning difficulties. With this highly practical resource, educators will have just what they need to teach mathematics with confidence: research-based strategies that really work with students who have learning disabilities, ADHD, or mild cognitive disabilities. This urgently needed guidebook helps teachers Understand why students struggle.Teachers will discover how the common learning characteristics of students with learning difficulties create barriers to understanding mathematics. Review the Big Ideas. Are teachers focusing on the right things? A helpful primer on major NCTM-endorsed mathematical concepts and processes helps them be sure. Directly address students' learning barriers. With the lesson plans, practical strategies, photocopiable information-gathering forms, and online strategies in action, teachers will have concrete ways to help students grasp mathematical concepts, improve their proficiency, and generalize knowledge in multiple contexts. Check their own strengths and needs. Educators will reflect critically on their current practices with a thought-provoking questionnaire. With this timely book--filled with invaluable ideas and strategies adaptable for grades K-12--educators will know just what to teach and how to teach it to students with learning difficulties.

Rethinking Mathematics
Rethinking Mathematics

Author: Eric Gutstein

Publisher: Rethinking Schools

Published: 2005

Total Pages: 192

ISBN-13: 0942961544

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In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind.