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Showing 1 - 10 of
10 matches in All Departments
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Creative Mathematics (Paperback)
William Higginson, Eileen Phillips, Rena Upitis; Foreword by David Pimm
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R1,553
Discovery Miles 15 530
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Ships in 12 - 17 working days
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This book shows how creative maths can really work. Exploring the
ways in which maths skills can be learned through cross-curricular
activities based on visual arts and music, the book presents maths
as a meaningful and exciting subject which holds no fears for
children.
The authors recognise that while maths-phobia prevails in our
increasingly mathematicised world, attitudes and approaches to
teaching the subject need to be reviewed, and issues such as gender
stereotyping, which encourage maths-apathy, need to be tackled at
an early stage.
Within this collection of classroom-based stories are detailed
examples of integrative mathematic projects; these will give
teachers the confidence to try out cross-curricular activities in
their classes. The book also provides support with difficult areas
such as assessment, planning and development.
Fascinating to read in its own right this book will appeal to the
specialist and non-specialist alike.
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Creative Mathematics (Hardcover)
William Higginson, Eileen Phillips, Rena Upitis; Foreword by David Pimm
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R5,330
Discovery Miles 53 300
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Ships in 12 - 17 working days
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Exploring the ways in which maths skills can be learned through
cross-curricular activities based on visual arts and music, this
text presents maths as a meaningful and exciting subject which
holds no fears for children. The authors recognize that while
maths-phobia prevails in our increasingly mathematicized world,
attitudes and approaches to teaching the subject need to be
reviewed, and issues such as gender stereotyping, which encourage
maths-apathy, need to be tackled at an early age. Within this
collection of classroom-based stories are detailed examples of
intergrative mathematic projects.
First published in 1987, this book examines mathematics school
teaching from the perspective that it is a language - arguing that
this can illuminate many events that occur in classes and highlight
issues that may not have previously seemed important. The central
concern is with the processes of communication as they are shaped
by school conventions and the fact that it is mathematics being
discussed. Speaking, listening, writing and reading are examined
and analysed with the first half focusing on verbal interactions
and the second half examining aspects of pupil written mathematics.
Also explored is the nature of the mathematical writing system
itself and how pupils gain access to it.
Symbols and Meanings in School Mathematics explores the various
uses and aspects of symbols in school mathematics and also examines
the notion of mathematical meaning. It is concerned with the power
of language which enables us to do mathematics, giving us the
ability to name and rename, to transform names and to use names and
descriptions to conjure, communicate and control our images. It is
in the interplay between language, image and object that
mathematics is created and can be communicated to others. The book
also addresses a set of questions of particular relevance to the
last decade of the twentieth century, which arise due to the
proliferation of machines offering mathematical functioning.
First published in 1987, this book examines mathematics school
teaching from the perspective that it is a language - arguing that
this can illuminate many events that occur in classes and highlight
issues that may not have previously seemed important. The central
concern is with the processes of communication as they are shaped
by school conventions and the fact that it is mathematics being
discussed. Speaking, listening, writing and reading are examined
and analysed with the first half focusing on verbal interactions
and the second half examining aspects of pupil written mathematics.
Also explored is the nature of the mathematical writing system
itself and how pupils gain access to it.
Symbols and Meanings in School Mathematics explores the various
uses and aspects of symbols in school mathematics and also examines
the notion of mathematical meaning. It is concerned with the power
of language which enables us to do mathematics, giving us the
ability to name and rename, to transform names and to use names and
descriptions to conjure, communicate and control our images. It is
in the interplay between language, image and object that
mathematics is created and can be communicated to others.
The book also addresses a set of questions of particular relevance
to the last decade of the twentieth century, which arise due to the
proliferation of machines offering mathematical functioning.
Learning to Teach Mathematics in the Secondary School combines
theory and practice to present a broad introduction to the
opportunities and challenges of teaching mathematics in the
secondary school classroom. This fourth edition has been fully
updated to reflect the latest changes to the curriculum and
research in the field, taking into account key developments in
teacher training and education, including examinations and
assessment. Written specifically with the new and student teacher
in mind, the book covers a wide range of issues related to the
teaching of mathematics, such as: why we teach mathematics the
place of mathematics in the National Curriculum planning, teaching
and assessing for mathematics learning how to communicate
mathematically using digital technology to advance mathematical
learning working with students with special educational needs
post-16 teaching the importance of professional development the
affective dimension when learning mathematics, including
motivation, confidence and resilience Already a major text for many
university teaching courses, this revised edition features a
glossary of useful terms and carefully designed tasks to prompt
critical reflection and support thinking and writing up to Masters
Level. Issues of professional development are also examined, as
well as a range of teaching approaches and styles from whole-class
strategies to personalised learning, helping you to make the most
of school experience, during your training and beyond. Designed for
use as a core textbook, Learning to Teach Mathematics in the
Secondary School provides essential guidance and advice for all
those who aspire to be effective mathematics teachers.
This book explores the connection between the ways people speak
in mathematics classrooms and their opportunities to learn
mathematics. The words spoken, heard, written and read in
mathematics classrooms shape students' sense of what mathematics is
and of what people can do with mathematics. The authors employ
multiple perspectives to consider the means for transformative
action with respect to increasing opportunities for traditionally
marginalized students to form mathematical identities that resonate
with their cultural, social, linguistic, and political beings.
This book explores the connection between the ways people speak
in mathematics classrooms and their opportunities to learn
mathematics. The words spoken, heard, written and read in
mathematics classrooms shape students sense of what mathematics is
and of what people can do with mathematics. The authors employ
multiple perspectives to consider the means for transformative
action with respect to increasing opportunities for traditionally
marginalized students to form mathematical identities that resonate
with their cultural, social, linguistic, and political beings."
Learning to Teach Mathematics in the Secondary School combines
theory and practice to present a broad introduction to the
opportunities and challenges of teaching mathematics in the
secondary school classroom. This fourth edition has been fully
updated to reflect the latest changes to the curriculum and
research in the field, taking into account key developments in
teacher training and education, including examinations and
assessment. Written specifically with the new and student teacher
in mind, the book covers a wide range of issues related to the
teaching of mathematics, such as: why we teach mathematics the
place of mathematics in the National Curriculum planning, teaching
and assessing for mathematics learning how to communicate
mathematically using digital technology to advance mathematical
learning working with students with special educational needs
post-16 teaching the importance of professional development the
affective dimension when learning mathematics, including
motivation, confidence and resilience Already a major text for many
university teaching courses, this revised edition features a
glossary of useful terms and carefully designed tasks to prompt
critical reflection and support thinking and writing up to Masters
Level. Issues of professional development are also examined, as
well as a range of teaching approaches and styles from whole-class
strategies to personalised learning, helping you to make the most
of school experience, during your training and beyond. Designed for
use as a core textbook, Learning to Teach Mathematics in the
Secondary School provides essential guidance and advice for all
those who aspire to be effective mathematics teachers.
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