Full Description
Mathematics and Teaching uses case studies to explore complex and pervasive issues that arise in teaching. In this volume, school mathematics is the context in which to consider race, equity, political contexts and the broader social and cultural circumstances in which schooling occurs. This book does not provide immediate or definitive resolutions. Rather, its goal is to provoke and facilitate thoughtful discussion about critical issues for professional decision-making in mathematics teaching.
This is the 7th volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series.
Part I includes four case studies of classroom experiences: "Race and Teacher Expectations"; "Mathematics for All?"; "Culture and School Mathematics"; and "Politics and School Mathematics." Each case is followed by a space for readers own reactions and reflections, school stakeholders reactions, and a summary with additional questions for further discussion.
Part II presents three public arguments representing different views about the issues that arise in mathematics teaching: conservative, liberal and radical multiculturalist.
Part III offers the authors reflections on the centrality of culture in teaching mathematics, resources and exercises for further reflection, and a bibliography for further reading.
Mathematics and Teaching is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It is appropriate for any undergraduate and graduate course addressing mathematics teaching issues.
Contents
Selected Contents: Table of Contents Series Preface iii Preface iv Acknowledgments x Introduction 1 PART I: CASES AND REACTIONS 12 Introduction to Case 1 12 Case 1: Race and Teacher Expectations 13 Reader Reactions to Race and Teacher Expectations 19 Reactions to Race and Teacher Expectation 20 Summary and Additional Questions 34 Introduction to Case 2 35 Case 2: Mathematics for All? 36 Reader Reactions to Mathematics for All? 42 Reactions to Mathematics for All? 43 Summary and Additional Questions 55 Introduction to Case 3 57 Case 3: Culture and School Mathematics 59 Reader Reactions to Culture and School Mathematics 64 Reactions to Culture and School Mathematics 65 Summary and Additional Questions 76 Introduction to Case 4 79 Case 4: Politics and School Mathematics 81 Reader Reactions to Politics and School Mathematics 87 Reactions to Politics and School Mathematics 88 Summary and Additional Questions 104 Reader Reactions to the Four Cases 107 Reactions to the Four Cases 108 Part II. Public Arguments 119 A Conservative View: Mathematics for Global Economic Leadership 122 Comments and Questions 135 A Liberal View: Equality of Opportunity and School Mathematics in a Democracy 138 Comments and Questions 147 A Radical Multiculturalist View: Mathematics for Developing Critical Dispositions for Social Reconstruction 150 Comments and Questions 164 Part III. Concluding Remarks, Some Reflections, and Resources for Further Reflections
