For too many students, mathematics consists of facts in a
vacuum, to be memorized because the instructor says so, and to be
forgotten when the course of study is completed. In this
all-too-common scenario, young learners often miss the chance to
develop skills-specifically, reasoning skills-that can serve them
for a lifetime. The elegant pages of Teaching Mathematical
Reasoning in Secondary School Classrooms propose a more positive
solution by presenting a reasoning- and discussion-based approach
to teaching mathematics, emphasizing the connections between ideas,
or why math works. The teachers whose work forms the basis of the
book create a powerful record of methods, interactions, and
decisions (including dealing with challenges and impasses)
involving this elusive topic. And because this approach shifts the
locus of authority from the instructor to mathematics itself,
students gain a system of knowledge that they can apply not only to
discrete tasks relating to numbers, but also to the larger world of
people and the humanities.
A sampling of the topics covered:
- Whole-class discussion methods for teaching mathematics
reasoning.
- Learning mathematical reasoning through tasks.
- Teaching mathematics using the five strands.
- Classroom strategies for promoting mathematical reasoning.
- Maximizing student contributions in the classroom.
- Overcoming student resistance to mathematical
conversations.
Teaching Mathematical Reasoning in Secondary School Classrooms
makes a wealth of cutting-edge strategies available to mathematics
teachers and teacher educators. This book is an invaluable resource
for researchers in mathematics and curriculum reform and of great
interest to teacher educators and teachers.
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