Improving Mathematics Education
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| Author | : Mellony Graven |
| Publisher | : Springer |
| Total Pages | : 273 |
| Release | : 2017-01-19 |
| Genre | : Education |
| ISBN | : 1137529806 |
This book focuses on how to improve the teaching and learning of primary level mathematics education within resource-constrained contexts. It builds on two large numeracy projects within South Africa which speak to broader, global concerns and highlight how research and development not only enables one to meet ethical imperatives but also explore how further interventions can be developed. Teacher and research communities must work together to create mutually beneficial relationships and establish a cohesive understanding of the requirements of primary mathematics education.
| Author | : Joan M. Kenney |
| Publisher | : ASCD |
| Total Pages | : 122 |
| Release | : 2005 |
| Genre | : Education |
| ISBN | : 1416603204 |
An eyeopening look at how teachers can use literacy strategies to help students better understand mathematics.
| Author | : Peter Liljedahl |
| Publisher | : Corwin Press |
| Total Pages | : 454 |
| Release | : 2020-09-28 |
| Genre | : Education |
| ISBN | : 1544374844 |
A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
| Author | : Terese Herrera |
| Publisher | : National Council of Teachers of English |
| Total Pages | : 228 |
| Release | : 2007 |
| Genre | : Education |
| ISBN | : |
Mathematics Teaching Today: Improving Practice, Improving Student Learning, Second Edition, updates the NCTM groundbreaking publication Professional Standards for Teaching Mathematics, first published in 1991. Like the original, this updated volume articulates a vision for effective mathematics teaching and describes the support systems that are required to achieve that vision. This book delineates Standards for various aspects of the teaching profession, including teachers' practise, professional supervision, collegial interaction and career-long professional growth. However, more than curriculum standards documents are needed to improve student learning and achievement. Teaching matters. Therefore, exploring what goes on in mathematics classrooms is essential to identifying issues and looking for opportunities for improvement. Principles and Standards for School Mathematics provides a framework for professional practise that supports the NCTM's vision of more and better mathematics for all children. This book expounds on that framework, explicating the roles of teachers, supervisors, teacher educators, mathematicians, professional developers, parents, politicians, community members and others in improving the teaching and learning of mathematics. The Standards offer a vision for high-quality mathematics teaching and support structures for teachers. What matters in the long run, however, is how classrooms across North America are transformed and how teaching practises evolve to address the mathematical learning needs of children.
| Author | : National Council of Teachers of Mathematics |
| Publisher | : National Council of Teachers of Mathematics, Incorporated |
| Total Pages | : 139 |
| Release | : 2014-02 |
| Genre | : Curriculum planning |
| ISBN | : 9780873537742 |
This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.
| Author | : Ron Buckmire |
| Publisher | : Springer Nature |
| Total Pages | : 94 |
| Release | : 2021-03-18 |
| Genre | : Education |
| ISBN | : 3030617173 |
This book presents various contemporary topics in applied mathematics education and addresses both interested undergraduate instructors and STEM education researchers. The diverse set of topics of this edited volume range from analyzing the demographics of the United States mathematics community, discussing the teaching of calculus using modern tools, engaging students to use applied mathematics to learn about and solve problems of global significance, developing a general education course for humanities and social sciences students that features applications of mathematics, and describing local mathematical modeling competitions and their use in providing authentic experiences for students in applying mathematics to real world situations. The authors represent diversity along multiple dimensions of difference: race, gender, institutional affiliation, and professional experience.
| Author | : David C. Geary |
| Publisher | : Academic Press |
| Total Pages | : 380 |
| Release | : 2019-01-03 |
| Genre | : Psychology |
| ISBN | : 0128159537 |
The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout. - Identifies the relative influence of school and family on math learning - Discusses the efficacy of numerical play for improvement in math - Features learning trajectories in math - Examines the role of math language in numeracy skills - Includes assessments of math skills - Explores the role of cognition in treating math-based learning difficulties
| Author | : Judit N. Moschkovich |
| Publisher | : Information Age Pub Incorporated |
| Total Pages | : 180 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 9781617351594 |
A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, Iowa State University Marketing description: Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutierrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues.
| Author | : Barry Garelick |
| Publisher | : John Catt |
| Total Pages | : 119 |
| Release | : 2021-01-26 |
| Genre | : Education |
| ISBN | : 1914351096 |
“Tell the administration what they want to hear, then do what is best for your students.” That’s advice Barry Garelick tries to follow in the process of becoming a fully credentialed teacher which entails being monitored by two mentors. As the Mark Twain of education writing, Garelick presents this collection of essays which chronicle his experiences at two schools, teaching math. With essays such as, “Not Making Sense, and a Conversation I Never Had; “Math Talk”, Stalin’s Hemorrhoids and Murder of Crows”, Garelick gives the reader a verité-style glimpse into the daily routines of math teaching and exposes a lot of the nonsense that teachers are advised to follow, and which they feel guilty about when they don’t.
| Author | : Peter Sullivan |
| Publisher | : ACER Press |
| Total Pages | : 112 |
| Release | : 2020-06-01 |
| Genre | : Education |
| ISBN | : 1742865852 |
Leading Improvements in Mathematics Teaching and Learning provides a framework for a set of high-impact strategies that individually and together can be the focus of teacher professional learning, school improvement and student numeracy achievement.
