|
Showing 1 - 11 of
11 matches in All Departments
A NEW EDITION OF THE ORIGINAL BESTSELLER 'Well-researched and
provides positive solutions' Times Educational Supplement In The
Elephant in the Classroom, Jo Boaler outlines what has gone wrong
in mathematics education, identifying the problems facing children
in classrooms today. How can children be prepared for the
mathematics they will need in the future? They need to be taught to
be quantitatively literate, to think flexibly and creatively and
how to problem solve. Jo Boaler offers concrete solutions for
parents and teachers that will revolutionise children's experience
with maths. Along with practical teaching activities, strategies
and questions that can transform a child's mathematical future, she
shares a range of free and accessible online resources. 'Has
attracted an enthusiastic and vocal fan club among mums, dads and
professionals' Daily Telegraph
When we learn, we change what we believe and how we interact with
the world. This changes who we are as people and what we can
achieve. Many people grow up being told they are 'not a maths
person' or perhaps 'not smart'. They come to believe their
potential is limited. Now, however, the latest science has revealed
that our identities are constantly in flux; when we learn new
things, we can change our identities, increase our potential and
broaden our capacity to receive new information. Drawing from the
latest research, Professor Boaler followed thousands of school
students, studied their learning practices and examined the most
effective ways to transform pupils from low to high achievers.
Throughout her study, Boaler has collaborated with Stanford
University neuroscience experts, harnessing their expertise to
reinforce her advanced understanding of learning and educational
development. In Limitless Mind, Boaler presents original
groundbreaking research that proves that limiting beliefs really do
hold us back from fulfilling our potential and that with a few
careful life hacks we can transform our potential for good.
Banish math anxiety and give students of all ages a clear roadmap
to success Mathematical Mindsets provides practical strategies and
activities to help teachers and parents show all children, even
those who are convinced that they are bad at math, that they can
enjoy and succeed in math. Jo Boaler Stanford researcher, professor
of math education, and expert on math learning has studied why
students don't like math and often fail in math classes. She's
followed thousands of students through middle and high schools to
study how they learn and to find the most effective ways to unleash
the math potential in all students. There is a clear gap between
what research has shown to work in teaching math and what happens
in schools and at home. This book bridges that gap by turning
research findings into practical activities and advice. Boaler
translates Carol Dweck's concept of 'mindset' into math teaching
and parenting strategies, showing how students can go from
self-doubt to strong self-confidence, which is so important to math
learning. Boaler reveals the steps that must be taken by schools
and parents to improve math education for all. Mathematical
Mindsets: * Explains how the brain processes mathematics learning *
Reveals how to turn mistakes and struggles into valuable learning
experiences * Provides examples of rich mathematical activities to
replace rote learning * Explains ways to give students a positive
math mindset * Gives examples of how assessment and grading
policies need to change to support real understanding Scores of
students hate and fear math, so they end up leaving school without
an understanding of basic mathematical concepts. Their evasion and
departure hinders math-related pathways and STEM career
opportunities. Research has shown very clear methods to change this
phenomena, but the information has been confined to research
journals until now. Mathematical Mindsets provides a proven,
practical roadmap to mathematics success for any student at any
age.
Engage students in mathematics using growth mindset techniques The
most challenging parts of teaching mathematics are engaging
students and helping them understand the connections between
mathematics concepts. In this volume, you'll find a collection of
low floor, high ceiling tasks that will help you do just that, by
looking at the big ideas at the eighth-grade level through
visualization, play, and investigation. During their work with tens
of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy
Williams heard the same message—that they want to incorporate
more brain science into their math instruction, but they need
guidance in the techniques that work best to get across the
concepts they needed to teach. So the authors designed Mindset
Mathematics around the principle of active student engagement, with
tasks that reflect the latest brain science on learning. Open,
creative, and visual math tasks have been shown to improve student
test scores, and more importantly change their relationship with
mathematics and start believing in their own potential. The tasks
in Mindset Mathematics reflect the lessons from brain science that:
There is no such thing as a math person - anyone can learn
mathematics to high levels. Mistakes, struggle and challenge are
the most important times for brain growth. Speed is unimportant in
mathematics. Mathematics is a visual and beautiful subject, and our
brains want to think visually about mathematics. With engaging
questions, open-ended tasks, and four-color visuals that will help
kids get excited about mathematics, Mindset Mathematics is
organized around nine big ideas which emphasize the connections
within the Common Core State Standards (CCSS) and can be used with
any current curriculum.
"Jo Boaler has written a stunning book. Clearly written and
carefully researched, it is a model of technical rigour. A wide
range of qualitative and quantitative data is marshalled to produce
exhaustive case studies of two contrasting mathematics departments
- one traditional and one progressive. Boaler's findings represent
a major challenge to the 'back to basics' credo. This book should
be read as a matter of urgency by politicians, mathematics
teachers, and educational researchers."- Stephen Ball, Professor of
Sociology of Education, King's College, London"Anyone with an
interest in making sure that every child is numerate should read
this book"- Sally Tomlinson, Professor of Sociology of Education,
Goldsmith's College, LondonExperiencing School Mathematics is the
first book of its kind to provide direct evidence for the
effectiveness of 'traditional' and 'progressive' teaching methods.
It reports upon careful and extensive case studies of two schools
which taught mathematics in totally different ways. Three hundred
students were followed over three years and the interviews that are
reproduced in the book give compelling insights into what it meant
to be a student in the classrooms of the two schools. The different
school approaches are compared and analysed using student
interviews, lesson observations, questionnaires given to students
and staff and a range of different assessments, including GCSE
examinations. Questions are raised about:* the effectiveness of
different teaching methods in preparing students for the demands of
the 'real world' and the 21st century* the impact of setted and
mixed ability teaching upon student attitude and achievement*
gender and learning stylesand new evidence is provided for each.The
book draws some radical new conclusions about the ways that
traditional teaching methods lead to limited forms of knowledge
that are ineffective in non-school settings. The book will be
essential reading for maths teachers, parents and policy makers in
education.
Multiple Perspectives on Mathematics Teaching and Learning offers a
collection of chapters that take a new look at mathematics
education. Leading authors, such as Deborah Ball, Paul Cobb, Jim
Greeno, Stephen Lerman, and Michael Apple, draw from a range of
perspectives in their analyses of mathematics teaching and
learning. They address such practical problems as: the design of
teaching and research that acknowledges the social nature of
learning, maximizing the impact of teacher education programs,
increasing the learning opportunities of students working in
groups, and ameliorating the impact of male domination in mixed
classrooms. These practical insights are combined with important
advances in theory. Several of the authors address the nature of
learning and teaching, including the ways in which theories and
practices of mathematics education recognize learning as
simultaneously social and individual. The issues addressed include
teaching practices, equity, language, assessment, group work and
the broader political context of mathematics reform. The
contributors variously employ sociological, anthropological,
psychological, sociocultural, political, and mathematical
perspectives to produce powerful analyses of mathematics teaching
and learning.
NORTH AMERICAN RIGHTS ONLY: This is a revised edition of "
Experiencing School Mathematics" first published in 1997 by Open
University Press, (c) Jo Boaler. This revised edition is for sale
in North America only.
The first book to provide direct evidence for the effectiveness of
traditional and reform-oriented teaching methods, "Experiencing
School Mathematics" reports on careful and extensive case studies
of two schools that taught mathematics in totally different ways.
Three hundred students were followed over three years, providing an
unusual and important range of data, including observations,
interviews, questionnaires, and assessments, to show the ways
students' beliefs and understandings were shaped by the different
approaches to mathematics teaching. The interviews that are
reproduced in the book give compelling insights into what it meant
to be a student in the classrooms of the two schools. Questions are
raised about and new evidence is provided for:
* the ways in which "traditional" and "reform oriented"
mathematics teaching approaches can impact student attitude,
beliefs, and achievement;
*the effectiveness of different teaching methods in preparing
students for the demands of the "real world" and the 21st century;
*the impact of tracking and heterogeneous ability grouping; and
*gender and teaching styles--the potential of different teaching
approaches for the attainment of equity.
The book draws some radical new conclusions about the ways that
traditional teaching methods lead to limited forms of knowledge
that are ineffective in non-school settings.
This edition has been revised for the North American market to
show the relevance of the study results in light of the U.S. reform
movement, the "math wars" and debates about teachers, assessment,
and tracking. The details of the study have been rewritten for an
American audience and the results are compared with research
conducted in the U.S. This is an important volume for mathematics
teachers and researchers, education policymakers, and for students
in mathematics education courses.
NOTE: This is a revised edition of " Experiencing School
Mathematics" first published in 1997 by Open University Press, (c)
Jo Boaler. This revised edition is for sale in North America
only.
"Multiple Perspectives on Mathematics Teaching and Learning"
offers a collection of chapters that take a new look at mathematics
education. Leading authors, such as Deborah Ball, Paul Cobb, Jim
Greeno, Stephen Lerman, and Michael Apple, draw from a range of
perspectives in their analyses of mathematics teaching and
learning. They address such practical problems as: the design of
teaching and research that acknowledges the social nature of
learning, maximizing the impact of teacher education programs,
increasing the learning opportunities of students working in
groups, and ameliorating the impact of male domination in mixed
classrooms.
These practical insights are combined with important advances in
theory. Several of the authors address the nature of learning and
teaching, including the ways in which theories and practices of
mathematics education recognize learning as simultaneously social
and individual. The issues addressed include teaching practices,
equity, language, assessment, group work and the broader political
context of mathematics reform. The contributors variously employ
sociological, anthropological, psychological, sociocultural,
political, and mathematical perspectives to produce powerful
analyses of mathematics teaching and learning.
|
|