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基本説明
Asks teachers and prospective teachers to reflect on their relationships to influence their teaching and the experiences of their students.
Full Description
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 master's-level mathematics education courses and more specialized graduate courses on mathematics education, and as a resource for teacher discussion groups.
Contents
Preface: How can I (better) embrace mathematics? David Scott Allen
Prologue Peter AppelbaumResponse to Prologue: Be a student of mathematics learners
Chapter 1: Planning and assessment
Response to Chapter 1: Engage yourself in meaningful observation
Action Research 1 Isaiah Manzella, Numbers on Trial
MathWorlds 1: Reverse answer to questions
Chapter 2: A psychoanalytic perspective
Response to Chapter 2: Ask yourself to change
Action Research 2 Karen Cipriano, Flexible interview project
MathWorlds 2: Multiple answers.
Chapter 3: You are a mathematician
Response to Chapter 3: Explore the vastness of mathematics
Action Research 3 Karen Cipriano, Mathematics journals
MathWorlds 3: Reading and writing mathematics
Chapter 4: Critical thinkers thinking critically
Response to Chapter 4: It is critical to think
Action Research 4 Ada Rocchi, Lesson: world population and wealth
MathWorlds 4: Pitching questions at various levels.
Chapter 5: Consuming culture: commodities and cultural resources
Response to Chapter 5: Emphasize the meaning-making of mathematics
Action Research 5 Colleen Murphy, Problem solving through literature
MathWorlds 5: Turning "puzzles" into "problems" or "exercises"
Chapter 6: Metaphors for the classroom space
Response to Chapter 6: Take ownership of your classroom space
Action Research 6 Kristin Iaccio, Linking mathematics to social issues
MathWorlds 6: Same math, different metaphors
Chapter 7: Places where people learn mathematics
Response to Chapter 7: The classroom is always changing
Action Research 7 Petal Sumner, Empowering students who don't learn
Chapter 8: When students don't learn
Response to Chapter 8: We are all students
Epilogue: Becoming a teacher and changing with mathematics
Afterword: What will you write in your chapter?
Appendices
