Teaching Mathematical Reasoning in Secondary School Classrooms (eBook)
XIV, 225 Seiten
Springer US (Verlag)
978-0-387-09742-8 (ISBN)
For too many students, mathematics consists of facts in a vacuum, to be memorized because the instructor says so, and to be forgotten when the course of study is completed. In this all-too-common scenario, young learners often miss the chance to develop skills-specifically, reasoning skills-that can serve them for a lifetime. The elegant pages of Teaching Mathematical Reasoning in Secondary School Classrooms propose a more positive solution by presenting a reasoning- and discussion-based approach to teaching mathematics, emphasizing the connections between ideas, or why math works. The teachers whose work forms the basis of the book create a powerful record of methods, interactions, and decisions (including dealing with challenges and impasses) involving this elusive topic. And because this approach shifts the locus of authority from the instructor to mathematics itself, students gain a system of knowledge that they can apply not only to discrete tasks relating to numbers, but also to the larger world of people and the humanities.
A sampling of the topics covered:
- Whole-class discussion methods for teaching mathematics reasoning.
- Learning mathematical reasoning through tasks.
- Teaching mathematics using the five strands.
- Classroom strategies for promoting mathematical reasoning.
- Maximizing student contributions in the classroom.
- Overcoming student resistance to mathematical conversations.
Teaching Mathematical Reasoning in Secondary School Classrooms makes a wealth of cutting-edge strategies available to mathematics teachers and teacher educators. This book is an invaluable resource for researchers in mathematics and curriculum reform and of great interest to teacher educators and teachers.
For too many students, mathematics consists of facts in a vacuum, to be memorized because the instructor says so, and to be forgotten when the course of study is completed. In this all-too-common scenario, young learners often miss the chance to develop skills-specifically, reasoning skills-that can serve them for a lifetime. The elegant pages of Teaching Mathematical Reasoning in Secondary School Classrooms propose a more positive solution by presenting a reasoning- and discussion-based approach to teaching mathematics, emphasizing the connections between ideas, or why math works. The teachers whose work forms the basis of the book create a powerful record of methods, interactions, and decisions (including dealing with challenges and impasses) involving this elusive topic. And because this approach shifts the locus of authority from the instructor to mathematics itself, students gain a system of knowledge that they can apply not only to discrete tasks relating to numbers, but also to the larger world of people and the humanities.A sampling of the topics covered:Whole-class discussion methods for teaching mathematics reasoning.Learning mathematical reasoning through tasks.Teaching mathematics using the five strands.Classroom strategies for promoting mathematical reasoning.Maximizing student contributions in the classroom.Overcoming student resistance to mathematical conversations.Teaching Mathematical Reasoning in Secondary School Classrooms makes a wealth of cutting-edge strategies available to mathematics teachers and teacher educators. This book is an invaluable resource for researchers in mathematics and curriculum reform and of great interest to teacher educators and teachers.
Foreword 5
Contents 8
List of Tables 12
Introduction to Part 1 13
Teaching Mathematical Reasoning: A Challenging Task 19
Contexts, Resources, and Reform 35
Introduction to Part 2 51
Mathematical Reasoning Through Tasks: Learners’ Responses 55
Learning Mathematical Reasoning in a Collaborative Whole- Class Discussion 69
Classroom Practices for Teaching and Learning Mathematical Reasoning 85
Teaching Mathematical Reasoning with the Five Strands 98
Teaching the Practices of Justification and Explanation 113
Introduction to Part 3 129
Learner Contributions 131
Teacher Responses to Learner Contributions 149
Dilemmas of Teaching Mathematical Reasoning 176
Learner Resistance to Teacher Change 191
Conclusions and Ways Forward: The “ Messy” Middle Ground 206
Appendix 214
References 220
Index 229
| Erscheint lt. Verlag | 8.10.2009 |
|---|---|
| Co-Autor | Kurt Coetzee, Lorraine Lauf, Stephen Modau, Nico Molefe, Romulus O'Brien |
| Zusatzinfo | XIV, 225 p. |
| Verlagsort | New York |
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Mathematik / Informatik ► Mathematik | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| Technik | |
| Schlagworte | Brodie • Classrooms • Curriculum • Karin • learning • Learning and Instruction • Mathematical • Reasoning • school • Secondary • Teaching |
| ISBN-10 | 0-387-09742-2 / 0387097422 |
| ISBN-13 | 978-0-387-09742-8 / 9780387097428 |
| Haben Sie eine Frage zum Produkt? |
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