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This book addresses the need of professional development leaders
and policymakers for scholarly knowledge about influencing teachers
to modify mathematical instruction to bring it more in alignment
with the recommendations of the current reform movement initiated
by the National Council of Teachers of Mathematics. The book
presents:
* theoretical perspectives for studying, analyzing, and
understanding teacher change;
* descriptions of contextual variables to be considered as one
studies and attempts to understand teacher change; and
* descriptions of professional development programs that resulted
in teacher change.
One chapter builds a rationale for looking to developmental
psychology for guidance in constructing models of reconstructing
new forms of mathematical instruction. Another highlights the
relevance to mathematics teacher development of research-based
knowledge about how children construct mathematical ideas. Other
chapters explore the relationships between the various contexts of
schooling and instructional change. Included also are chapters that
describe and analyze major reform efforts designed to assist
teachers in modifying their instructional practices (Cognitively
Guided Instruction, Math-Cubed, Project Impact, Mathematics in
Context, and the Case-Based Project). Finally, the current state of
knowledge about encouraging teachers to modify their instruction is
discussed, the implications of major research and implementation
findings are suggested, and some of the major questions that need
to be addressed are identified, such as what we have learned about
teacher change.
The emergence of the National Council of Teachers of Mathematics
Standards in 1989 sparked a sea change in thinking about the nature
and quality of mathematics instruction in U.S. schools. Much is
known about transmission forms of mathematics teaching and the
influence of this teaching on students' learning, but there is
still little knowledge about the alternative forms of instruction
that have evolved from the recent widespread efforts to reform
mathematics education.
"Beyond Classical Pedagogy: Teaching Elementary School
Mathematics" reports on the current state of knowledge about these
new instructional practices, which differ in significant ways from
the traditional pedagogy that has permeated mathematics education
in the past. This book provides a research-based view of the nature
of facilitative teaching in its relatively mature form, along with
opposing views and critique of this form of pedagogy.
The focus is on elementary school mathematics classrooms, where
the majority of the reform-based efforts have occurred, and on the
micro level of teaching (classroom interaction) as a source for
revealing the complexity involved in teaching, teachers' learning,
and the impact of both on children's learning. The work in
elementary mathematics teaching is situated in the larger context
of research on teaching.
Research and insights from three disciplinary perspectives are
presented: the psychological perspective centers on facilitative
teaching as a process of teachers' learning; the mathematical
perspective focuses on the nature of the mathematical knowledge
teachers need in order to engage in this form of teaching; the
sociological perspective attends to the interactive process of
meaning construction as teachers and students create intellectual
communities in their classrooms.
The multidisciplinary perspectives presented provide the editors
with the necessary triangulation to provide confirming evidence and
rich detail about the nature of facilitative teaching.
Audiences for this book include scholars in mathematics education
and teacher education, teacher educators, staff developers, and
classroom teachers. It is also appropriate as a text for graduate
courses in mathematics education, teacher education, elementary
mathematics teaching methods, and methods of research in
mathematics education.
The emergence of the National Council of Teachers of Mathematics
Standards in 1989 sparked a sea change in thinking about the nature
and quality of mathematics instruction in U.S. schools. Much is
known about transmission forms of mathematics teaching and the
influence of this teaching on students' learning, but there is
still little knowledge about the alternative forms of instruction
that have evolved from the recent widespread efforts to reform
mathematics education. Beyond Classical Pedagogy: Teaching
Elementary School Mathematics reports on the current state of
knowledge about these new instructional practices, which differ in
significant ways from the traditional pedagogy that has permeated
mathematics education in the past. This book provides a
research-based view of the nature of facilitative teaching in its
relatively mature form, along with opposing views and critique of
this form of pedagogy. The focus is on elementary school
mathematics classrooms, where the majority of the reform-based
efforts have occurred, and on the micro level of teaching
(classroom interaction) as a source for revealing the complexity
involved in teaching, teachers' learning, and the impact of both on
children's learning. The work in elementary mathematics teaching is
situated in the larger context of research on teaching. Research
and insights from three disciplinary perspectives are presented:
the psychological perspective centers on facilitative teaching as a
process of teachers' learning; the mathematical perspective focuses
on the nature of the mathematical knowledge teachers need in order
to engage in this form of teaching; the sociological perspective
attends to the interactive process of meaning construction as
teachers and students create intellectual communities in their
classrooms. The multidisciplinary perspectives presented provide
the editors with the necessary triangulation to provide confirming
evidence and rich detail about the nature of facilitative teaching.
Audiences for this book include scholars in mathematics education
and teacher education, teacher educators, staff developers, and
classroom teachers. It is also appropriate as a text for graduate
courses in mathematics education, teacher education, elementary
mathematics teaching methods, and methods of research in
mathematics education.
This book addresses the need of professional development leaders
and policymakers for scholarly knowledge about influencing teachers
to modify mathematical instruction to bring it more in alignment
with the recommendations of the current reform movement initiated
by the National Council of Teachers of Mathematics. The book
presents:
* theoretical perspectives for studying, analyzing, and
understanding teacher change;
* descriptions of contextual variables to be considered as one
studies and attempts to understand teacher change; and
* descriptions of professional development programs that resulted
in teacher change.
One chapter builds a rationale for looking to developmental
psychology for guidance in constructing models of reconstructing
new forms of mathematical instruction. Another highlights the
relevance to mathematics teacher development of research-based
knowledge about how children construct mathematical ideas. Other
chapters explore the relationships between the various contexts of
schooling and instructional change. Included also are chapters that
describe and analyze major reform efforts designed to assist
teachers in modifying their instructional practices (Cognitively
Guided Instruction, Math-Cubed, Project Impact, Mathematics in
Context, and the Case-Based Project). Finally, the current state of
knowledge about encouraging teachers to modify their instruction is
discussed, the implications of major research and implementation
findings are suggested, and some of the major questions that need
to be addressed are identified, such as what we have learned about
teacher change.
The Secondary Lenses on Learning professional development materials
were designed to support the efforts of site-based mathematics
improvement teams of mathematics leaders to advance middle and high
school students' mathematics achievement. Participants in the
Secondary Lenses on Learning program will expand their
understanding of the mathematical knowledge and dispositions that
students need to be mathematically literate in today's world and
the learning opportunities that need to be created to make
significant mathematics accessible to all students. The Secondary
Lenses on Learning Participant Book features detailed notes for
each of the six sessions, corresponding readings, handouts, and
assignments. Over the course of the Secondary Lenses on Learning
sessions, participants will: - Explore concepts in middle and high
school algebra - Discuss readings that illuminate the issues in
each session - Reflect on filmed material and written cases -
Examine various leadership tasks and responsibilities that
contribute to an effective mathematics program Multiple copies of
the participant books are available separately to accommodate your
group's specific needs. For the facilitator, the Secondary Lenses
on Learning comprehensive package includes one participant book,
one facilitator's guide, and an accompanying DVD with segments that
correlate to individual sessions.
Using mathematics as a subject focus, the authors examine several
specific aspects of instructional leadership, such as teacher
supervision and classroom observation, curriculum selection, and
student assessment.
Using mathematics as a subject focus, the authors examine several
specific aspects of instructional leadership, such as teacher
supervision and classroom observation, curriculum selection, and
student assessment.
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