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Ideal for preservice mathematics teachers who are taking methods
courses or are student teaching, this research-based,
activity-oriented guide offers a highly effective framework for
teacher reflection and self-assessment. Highlighting inquiry-based,
learner-centered teaching and grounded in a cognitive perspective,
Becoming a Reflective Teacher of Mathematics, Third Edition
features: Detailed observation instruments for observing other
teachers Reflective activities that provide a structure for
beginning teachers to think about their teaching Guidelines and
instruments for supervisors to use when observing, conferencing
with, and assessing beginning or student teachers The Third Edition
of Becoming a Reflective Teacher of Mathematics is aligned with the
latest standards for teaching mathematics including the Common Core
State Standards-Mathematics, and the latest assessments for
mathematics teacher certification which place a high priority on
reflective practice. Thoroughly revised and updated throughout, the
Third Edition continues to provide preservice and in-service
mathematics teachers with practical ideas for developing and honing
reflective and self-analytical skills needed to advance and improve
instruction.
Ideal for preservice mathematics teachers who are taking methods
courses or are student teaching, this research-based,
activity-oriented guide offers a highly effective framework for
teacher reflection and self-assessment. Highlighting inquiry-based,
learner-centered teaching and grounded in a cognitive perspective,
Becoming a Reflective Teacher of Mathematics, Third Edition
features: Detailed observation instruments for observing other
teachers Reflective activities that provide a structure for
beginning teachers to think about their teaching Guidelines and
instruments for supervisors to use when observing, conferencing
with, and assessing beginning or student teachers The Third Edition
of Becoming a Reflective Teacher of Mathematics is aligned with the
latest standards for teaching mathematics including the Common Core
State Standards-Mathematics, and the latest assessments for
mathematics teacher certification which place a high priority on
reflective practice. Thoroughly revised and updated throughout, the
Third Edition continues to provide preservice and in-service
mathematics teachers with practical ideas for developing and honing
reflective and self-analytical skills needed to advance and improve
instruction.
Designed to help pre-service and in-service teachers gain the
knowledge they need to facilitate students' understanding,
competency, and interest in mathematics, the revised and updated
Second Edition of this popular text and resource bridges the gap
between the mathematics learned in college and the mathematics
taught in secondary schools. Highlighting multiple types of
mathematical understanding to deepen insight into the secondary
school mathematics curriculum, it addresses typical areas of
difficulty and common student misconceptions so teachers can
involve their students in learning mathematics in a way that is
interesting, interconnected, understandable, and often surprising
and entertaining. Six content strands are discussed-Numbers and
Operations; Algebra; Geometry; Measurement; Data Analysis and
Probability; and Proof, Functions, and Mathematical Modeling. The
informal, clear style supports an interactive learner-centered
approach through engaging pedagogical features: Launch Questions at
the beginning of each section capture interest and involve readers
in learning the mathematical concepts. Practice Problems provide
opportunities to apply what has been learned and complete proofs.
Questions from the Classroom bring the content to life by
addressing the deep "why" conceptual questions that middle or
secondary school students are curious about, and questions that
require analysis and correction of typical student errors and
misconceptions; focus on counter intuitive results; and contain
activities and/or tasks suitable for use with students. Changes in
the Second Edition New sections on Robotics, Calculators, Matrix
Operations, Cryptography, and the Coefficient of Determination New
problems, simpler proofs, and more illustrative examples Answers
and hints for selected problems provided
Designed to help pre-service and in-service teachers gain the
knowledge they need to facilitate students' understanding,
competency, and interest in mathematics, the revised and updated
Second Edition of this popular text and resource bridges the gap
between the mathematics learned in college and the mathematics
taught in secondary schools. Highlighting multiple types of
mathematical understanding to deepen insight into the secondary
school mathematics curriculum, it addresses typical areas of
difficulty and common student misconceptions so teachers can
involve their students in learning mathematics in a way that is
interesting, interconnected, understandable, and often surprising
and entertaining. Six content strands are discussed-Numbers and
Operations; Algebra; Geometry; Measurement; Data Analysis and
Probability; and Proof, Functions, and Mathematical Modeling. The
informal, clear style supports an interactive learner-centered
approach through engaging pedagogical features: Launch Questions at
the beginning of each section capture interest and involve readers
in learning the mathematical concepts. Practice Problems provide
opportunities to apply what has been learned and complete proofs.
Questions from the Classroom bring the content to life by
addressing the deep "why" conceptual questions that middle or
secondary school students are curious about, and questions that
require analysis and correction of typical student errors and
misconceptions; focus on counter intuitive results; and contain
activities and/or tasks suitable for use with students. Changes in
the Second Edition New sections on Robotics, Calculators, Matrix
Operations, Cryptography, and the Coefficient of Determination New
problems, simpler proofs, and more illustrative examples Answers
and hints for selected problems provided
Personal story telling is a powerful and interesting medium through
which one can share experiences, insights, successes, and
difficulties in meaningful contexts. Teaching in general, and
mathematics teaching in particular, is much more than what meets
the eye. Most people have only experienced teaching from the
vantage point of a student and have impressions of teachers and
teaching that are simplistic and usually totally incorrect. The
lives of mathematics teachers are varied and contrary to what one
might think they are. The journeys of exemplary in-service teachers
are not linear; there are many bends, potholes, and detours through
which they have navigated. The ""road conditions"" of teaching are
fodder for the 12 untold stories collected in this volume, whose
authors graduated from a special four-year undergraduate
mathematics teacher preparation program, containing innovative
components, many of which are revealed through the experiences
described in their stories. The range of narratives vary in every
possible way, from the reasons they became mathematics teachers, to
the number of years teaching, to the experiences encountered while
teaching, to the different roles they have assumed throughout their
careers. Nevertheless, one strand permeates all of the stories:
their passion for what they do and their ability to reflect on
early college experiences that contribute to their performance.
These inspiring narratives will shed light on the developmental
processes of mathematics teachers, what it means to teach
mathematics, and the components of a secondary mathematics teacher
preparation program that can contribute to their expertise.
Personal story telling is a powerful and interesting medium through
which one can share experiences, insights, successes, and
difficulties in meaningful contexts. Teaching in general, and
mathematics teaching in particular, is much more than what meets
the eye. Most people have only experienced teaching from the
vantage point of a student and have impressions of teachers and
teaching that are simplistic and usually totally incorrect. The
lives of mathematics teachers are varied and contrary to what one
might think they are. The journeys of exemplary in-service teachers
are not linear; there are many bends, potholes, and detours through
which they have navigated. The ""road conditions"" of teaching are
fodder for the 12 untold stories collected in this volume, whose
authors graduated from a special four-year undergraduate
mathematics teacher preparation program, containing innovative
components, many of which are revealed through the experiences
described in their stories. The range of narratives vary in every
possible way, from the reasons they became mathematics teachers, to
the number of years teaching, to the experiences encountered while
teaching, to the different roles they have assumed throughout their
careers. Nevertheless, one strand permeates all of the stories:
their passion for what they do and their ability to reflect on
early college experiences that contribute to their performance.
These inspiring narratives will shed light on the developmental
processes of mathematics teachers, what it means to teach
mathematics, and the components of a secondary mathematics teacher
preparation program that can contribute to their expertise.
"Becoming a Reflective Mathematics Teacher: A Guide for
Observations and Self-Assessment" offers what every mathematics
teacher educator or supervisor has been looking for. Ideally suited
for use with students who are taking a methods course or who are
student teaching, this activity-oriented, research-based text:
*supplies detailed observation instruments that preservice
teachers can use when they observe other teachers. Each instrument
focuses on a critical aspect of instructional practice in
mathematics (e.g., tasks, learning environment, discourse). In
addition, it requires the observer to make conjectures regarding
the teachers' underlying cognitions (e.g., knowledge, beliefs,
goals) that might account for the instructional practice they
observe.
*offers reflective activities that provide a structure through
which beginning teachers can think about their teaching in an
insightful, thorough, and productive manner. Students can work
through the activities over the period of a year. The structured
observations and reflective activities are modular, and the
framework applies to all observations of teaching, no matter what
the instructional content.
*includes guidelines and instruments for supervisors to use when
observing, conferencing with, and assessing beginning or student
teachers. The unique aspect of these guidelines and instruments is
the link they make between teachers' cognitions and their
instructional practice.
All instruments and suggested activities are couched within a
highly effective framework for teacher reflection and
self-assessment that was developed in the spirit of the NCTM
professional teaching standards. This framework is grounded in a
cognitive perspective on learner-centered teaching. In Part I, the
framework is explained and its validity is documented. Part II
shows how teachers can use the framework to observe other teachers'
classroom work, and to reflect on their own teaching. Part III
offers case studies to help readers see how the method works.
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