Atnaujinkite slapukų nuostatas

Embracing Mathematics: On Becoming a Teacher and Changing with Mathematics [Minkštas viršelis]

4.00/5 (3 ratings by Goodreads)
(Arcadia University, USA), (Pennbrook Middle School, Pennsylvania, USA)
  • Formatas: Paperback / softback, 368 pages, aukštis x plotis: 254x178 mm, weight: 680 g, 8 Tables, black and white
  • Išleidimo metai: 13-May-2008
  • Leidėjas: Routledge
  • ISBN-10: 0415963850
  • ISBN-13: 9780415963855
Kitos knygos pagal šią temą:
Embracing Mathematics: On Becoming a Teacher and Changing with MathematicsDidesnis paveikslėlis
  • Formatas: Paperback / softback, 368 pages, aukštis x plotis: 254x178 mm, weight: 680 g, 8 Tables, black and white
  • Išleidimo metai: 13-May-2008
  • Leidėjas: Routledge
  • ISBN-10: 0415963850
  • ISBN-13: 9780415963855
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780415963855.html
Raktažodžiai:
This alternative textbook for courses on teaching mathematics asks teachers and prospective teachers to reflect on their relationships with mathematics and how these relationships influence their teaching and the experiences of their students. Applicable to all levels of schooling, the book covers basic topics such as planning and assessment, classroom management, and organization of classroom experiences; it also introduces some novel approaches to teaching mathematics, such as psychoanalytic perspectives and post-modern conceptions of curriculum. Traditional methods-of-teaching issues are recast in a new discourse, provoking new ideas for making mathematics education meaningful to teachers as well as their students. Co-authored by a professor and coordinator of mathematics education programs, with illustrative contributions from practicing elementary, middle, and high school mathematics teachers, this book is a unique collaboration across all pre-college grades, making it ideal for teacher discussion groups at any level.

Embracing Mathematics:











integrates pedagogy and content exploration in ways that are unique in mathematics education





features textboxes with reflection questions and suggested explorations that can be easily utilized as homework for a course or as discussion opportunities for teacher reading groups





offers examples of teachers action research projects that grew out of their interactions with the main chapters in the book





is not narrowly limited to mathematics education but incorporates curriculum studies an invaluable asset that allows instructors to find more ways to engage students in self-reflexive acts of teaching

Embracing Mathematics is intended as a method text for undergraduate and masters-level mathematics education courses and more specialized graduate courses on mathematics education, and as a resource for teacher discussion groups.

Recenzijos

"This book is likely to have a substantial impact on the landscape of pedagogical thinking. The pedagogy is a model for how to be engaged in life, in this sense presenting a personal vision that informs more than how to teach."

David Kirshner, Louisiana State University

"Embracing Mathematics offers mathematics teachers other possibilities for teaching, in practical and very tangible ways. Simultaneously, [ it] challenges the current field and provides possibilities for how these different ways of considering teaching can work effectively in our current situations."

Sarah Smitherman Pratt, University of North Carolina at Greensboro "Embracing Mathematics...[ offers] a theoretical and practical grounding for how teachers might enhance all students access to powerful mathematical ideasirrespective of socioeconomic background, home language, and out-of-school affiliations."--Margaret Anne Walshaw, Educational Studies in Mathematics (2010) 73:99-103

"This book is likely to have a substantial impact on the landscape of pedagogical thinking. The pedagogy is a model for how to be engaged in life, in this sense presenting a personal vision that informs more than how to teach."--David Kirshner, Louisiana State University

"Embracing Mathematics offers mathematics teachers other possibilities for teaching, in practical and very tangible ways. Simultaneously, [ it] challenges the current field and provides possibilities for how these different ways of considering teaching can work effectively in our current situations."--Sarah Smitherman Pratt, University of North Carolina at Greensboro

"Embracing Mathematics presents a wealth of educational ideas. It provides lenses for seeing classroom practice as open to fascinating changes. Emerging as a powerful collective achievement, it provides a dialogical opening of post-modern trends in critical mathematics education, seen as practice, as research, and as learning for everybody." Ole Skovsmose, Aalborg University, Denmark

"This is a book that helps the reader think about his/her practice. It guides teachers in a quest for teaching methods that will enable students to develop a critical mind, which should be the goal of all mathematics education. But it is also an extraordinarily practical book that along with stimulating ideas provides numerous applications, which are immediately useful in the mathematics classroom."--Corinne Hahn, Advancia-Negocia and European School of Management; President, International Commission for Study and Improvement of Mathematics Teaching

Preface: How Can I (Better) Embrace Mathematics? xvii
David Scott Allen
Acknowledgments xxi
Peter Appelbaum
Acknowledgments xxiii
David Scott Allen
Prologue 1(1)
Peter Appelbaum
Stop
1(1)
Calculator Patterns
2(5)
Envelope
7(1)
Paper Knot
7(1)
Magic Trick
8(2)
String Around the World
10(1)
String Figures (``Cat's Cradle'')
11(3)
Response to Prologue: Be a Student of Mathematics Learners
14(5)
Planning and Assessment
19(32)
Irony and the ``Problem of Culture''
19(3)
The Five-part Inquiry Unit
22(3)
Assessment
25(7)
Teaching Journeys, Infrastructure, and the Stories We Tell
32(3)
Response to
Chapter 1: Engage Yourself in Meaningful Observation
35(5)
Avtion Research 1 --- Isaish Manzella, Numbers on Trial
40(9)
Math Worlds 1: Reverse Answer to Questions
49(2)
A Psychoanalytic Perspective
51(40)
Purloined Purposes
56(2)
Psychoanalytic Selves: Learners and Teachers
58(4)
Holding and Listening
62(5)
Interviewing
67(3)
Mathematics as Objects
70(5)
Teachers' Object Relations
75(3)
Neither Tough-Love nor Dream of Love
78(3)
Becoming ``Good Enough''
81(2)
Response to
Chapter 2: Ask Yourself to Change
83(3)
Action Research2 --- Karen Cipriano, Flexible Interview Project
86(3)
MathWorlds2: Multiple Answers
89(2)
You Are a Mathematician
91(39)
Hidden Worlds
100(2)
Science
102(2)
Polya and Problem Solving Phases
104(2)
Mason: Specializing and Generalizing
106(1)
On Reading Book: How Mathematicians Read
107(7)
The Art of Problem Posing
114(6)
Continuing the Conversation
120(2)
Response to
Chapter 3: Explore the Vastness of Mathematics
122(5)
Action Research 3 --- Daren Cipriano, Mathematics Journals
127(2)
Math Worlds 3: Reading and Writing Mathematics
129(1)
Critical Thinkers Thinking Critically
130(29)
Critical Points in Pedagogy
133(1)
Treat Mathematical Actors as Mathematical Critics
134(1)
Make a Choice, Pursue it, and Consider the Consequences
134(1)
Obsess About Functional Relationships
135(1)
Problematize the ``Answer''
136(1)
Problematize the Pedagogy
137(1)
Understand Mathematics as Rhetoric
138(1)
Realize Apprentice Mathematicians and Citizens as Objects of Mathematics
138(1)
Perform Celebratory Archaeology
139(1)
Critical Thinkers Thinking
139(2)
From Critical Thinking to Critical Mathematics Education
141(5)
Response to
Chapter 4: It is Critical to Think
146(2)
Action Resarch 4 --- Ada Rocchi, Lesson: World Population and Wealth
148(10)
Math Worlds 4: Pitching Question at Various Levels
158(1)
Consuming Culture: Commodities and Cultural Resources
159(28)
Buying and Selling Mathematics?
160(3)
Intercultural Mathematics
163(5)
Finding Mathematics: Commodities and Object Relations
168(2)
Being Limited by ``Vision''
170(1)
The Author as Teacher-Educator
171(4)
From Complicity to Heterarchy
175(2)
Response to
Chapter 5: Emphasize the Meaning-making of Mathematics
177(3)
Action Research 5 --- Colleen Murphy, A School-wide Survey
180(4)
Math Worlds 5: Turning ``Puzzles'' into ``Problems'' or ``Exercises''
184(3)
Metaphors for the Classroom Space
187(38)
Spaces of Learning and Teaching
188(2)
Theme Park
190(1)
Birthing Center
191(2)
Counseling Session
193(3)
Art Studio
196(1)
Arcade
196(2)
Dinner Party
198(1)
Salon
198(1)
Using Metaphors
199(4)
Relate to the Space, Stop Creating Spaces
203(5)
Places, not Spaces
208(3)
Achieving Expectations through Metaphors
211(1)
Response to
Chapter 6: Take Ownership of Your Classroom Space
212(4)
Action Research 6 --- Kristen Iaccio, Linking Mathematics to Social Issues
216(7)
Math Worlds 6: Same Math, Dfferent Metaphors
223(2)
Places where People Learn Mathematics
225(28)
Structuring Ways of Working
228(10)
Criteria for ``Performance''
238(1)
Leadership, Voice, and Participation
239(4)
The Teacher's Way of Working
243(2)
Response to
Chapter 7: The Classroom is Always Changing
245(3)
Action Research 7 --- Petal Summer, Empowering Students Who Don't Learn
248(5)
When Students Don't Learn
253(33)
Resistance
255(2)
Losing Interest
257(4)
Practicing Thinking Mathematically Outside of the Regular Work
261(3)
Concretizing Academic Literacy
264(2)
Codependency
266(3)
Separate and Connected Knowing
269(4)
The Myth of Instructive Interaction
273(4)
Stories and Explanations; Causes and Treatments
277(5)
Response to
Chapter 8: We Are All Students
282(4)
EPILGOUE: Becoming a Teacher and Changing with Mathematics
286(10)
Habituation, Conceptual Construction, and Enculturation
290(3)
Youth Culture and the Smell of Content
293(3)
AFTERWORD: What will You Write in Your
Chapter?
296(2)
APPENDICES
298(33)
1. Infrastructure for a Unit
298(2)
2. Criteria for Working as a Mathematician
300(4)
3. Mathematician's Notebook---Checkpoint
304(1)
4. ``Polya Was a Mathematician'' Songsheet
305(1)
5. Taking Action
306(4)
6. Math Worlds Hints and Comments --- Berndette Bacino
310(21)
Bibliography 331(7)
Name Index 338(3)
Subject Index 341
Peter Appelbaum is Associate Professor, Arcadia University, Pennyslvania, where he teaches Mathematics Education, Curriculum Theory, and Cultural Studies, and is Coordinator of Mathematics Education Programs, and serves on the University Undergraduate Academic Programs Committee; University General Education Task Force; University Intercultural Committee. Secondary Education Committee; and Elementary Education Committee. His publications include Popular Culture, Educational Discourse, and Mathematics (SUNY Press, 1995); (Post) Modern Science (Education): Frustrations, propositions, and alternative paths, coedited with John Weaver and Marla Morri (Peter Lang, 2001), Multicultural and Diversity Education (ABC-CLIO, 2002), Childrens Books for Grownup Teachers (LEA/Routledge, in press), and numerous chapters in edited volumes and journal articles.

David Scott Allen teaches 7th, 8th, and sometimes 9th grade math at Pennbrook Middle School in North Wales, Pennsylvania.