This book presents an approach to the teaching of mathematics that
departs radically from conventional prescription-oriented and
management-based methods. It brings together recent developments in
such diverse fields as continental and pragmatist philosophy,
enactivist thought, critical discourses, cognitive theory,
evolution, ecology, and mathematics, and challenges the assumptions
that permeate much of mathematics teaching. The discussion focuses
on the language used to frame the role of the teacher and is
developed around the commonsense distinctions drawn between thought
and action, subject and object, individual and collective, fact and
fiction, teacher and student, and classroom tasks and real
life.
The discussion also addresses the question of how mathematics
teaching can be reformed to better suit current academic and social
climates. Making use of the theoretical framework of enactivism,
the book explores the subject through an account of a middle school
teacher's appreciation and understanding of her role. Teaching
mathematics, as both the report of this teacher's experience and
the discussion make clear, demands an embracing of ambiguity,
uncertainty, complexity, and moral responsibility.
Courses for Adoption
Education: Mathematics for Elementary Teachers, Methods for
Teaching Elementary Schools, Methods for Teaching Secondary
Schools, Curriculum Studies, Critical Pedagogy
Special Features
*Elucidates the importance and relationship between theory and
practice.
*Employs reflective teaching techniques to focus students on their
own learning, knowledge, and understanding of mathematics.
*Details a collaborative venture that traces the development ofnew
thinking and insights about math teaching and learning.
*A fine blending of theory with practice.
General
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