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You just signed your first contract to teach secondary maths.
You're excited, but you probably have many questions and concerns:
What do I do when students don't "get" the lesson? How can I help
students who struggle with math that they supposedly learned in
elementary school? How do I arrange for students who are absent to
make up the work? Do I assign seating or let students choose their
seats? Should I have students work in groups? How much homework
should I assign-and how much should I grade? Though you may
envision your classroom as a place where students engage with
mathematics and learn important content, you may also worry about
how your teaching will actually play out-how you and your students
will interact and what they will learn. Based on classroom
observations and interviews with seasoned and beginning teachers,
this highly useful book offers valuable suggestions to improve your
teaching and your students' opportunities to learn. The authors
explore both the visible and invisible aspects of teaching and
offer proven strategies to make the work meaningful-not merely
manageable. Success from the start means being prepared from the
start. This book not only teaches you how to be an effective maths
teacher but also gives you the tools to do it well.
The 14 chapters in this monograph provide support for mathematics
teacher educators in both their Practical Knowledge and their
Professional Knowledge. Individually, these articles provide
insights into advancing our thinking about professional
development, teacher preparation, and program development.
Collectively, they have the potential to help the field of
mathematics teacher education move forward in framing effective
practices in mathematics teacher education and developing a
focused, cohesive research agenda. ATME's Monograph 5, therefore,
is a superb resource for mathematics teacher education.
A volume in Research in Mathematics Education Series Editor Barbara
J. Dougherty, University of Mississippi The purpose of this book is
to document the work of the Show-Me Project (1997-2007) and to
highlight lessons learned about curriculum implementation. Although
the Show-Me Project was charged with promoting the dissemination
and implementation of four distinct comprehensive curriculum
programs (Connected Mathematics, Mathematics in Context, MathScape,
and MathThematics), most of the lessons learned from this work are
not curriculum specific. Rather, they cut across the four programs
and share commonalities with standards-based curriculum reform at
any level. We believe that documenting these lessons learned will
be one of the legacies of the Show-Me Project We anticipate that
the comprehensive nature of this work will attract readers from
multiple audiences that include state and district mathematics
supervisors, middle grades mathematics teachers and administrators
involved in curriculum reform, as well as mathematics teacher
educators. Those about to embark on the review of curriculum
materials will appreciate reading about the processes employed by
other districts. Readers with interests in a particular curriculum
program will be able to trace the curriculum-specific chapters to
gain insights into how the design of the curricula relate to
professional development, adoption and implementation issues, and
teachers' personal experience using the curriculum materials.
Individuals who provide professional development at the middle
grades level will find chapters that they can use for both general
and focused discussions. Teachers at all stages of implementation
will recognize their own experiences in reading and reflecting on
the stories of teacher change. Mathematics educators will find
ideas on how these curricula can be used in the preparation of
preservice middle grades teachers.
A volume in Research in Mathematics Education Series Editor Barbara
J. Dougherty, University of Mississippi The purpose of this book is
to document the work of the Show-Me Project (1997-2007) and to
highlight lessons learned about curriculum implementation. Although
the Show-Me Project was charged with promoting the dissemination
and implementation of four distinct comprehensive curriculum
programs (Connected Mathematics, Mathematics in Context, MathScape,
and MathThematics), most of the lessons learned from this work are
not curriculum specific. Rather, they cut across the four programs
and share commonalities with standards-based curriculum reform at
any level. We believe that documenting these lessons learned will
be one of the legacies of the Show-Me Project We anticipate that
the comprehensive nature of this work will attract readers from
multiple audiences that include state and district mathematics
supervisors, middle grades mathematics teachers and administrators
involved in curriculum reform, as well as mathematics teacher
educators. Those about to embark on the review of curriculum
materials will appreciate reading about the processes employed by
other districts. Readers with interests in a particular curriculum
program will be able to trace the curriculum-specific chapters to
gain insights into how the design of the curricula relate to
professional development, adoption and implementation issues, and
teachers' personal experience using the curriculum materials.
Individuals who provide professional development at the middle
grades level will find chapters that they can use for both general
and focused discussions. Teachers at all stages of implementation
will recognize their own experiences in reading and reflecting on
the stories of teacher change. Mathematics educators will find
ideas on how these curricula can be used in the preparation of
preservice middle grades teachers.
This book transcends all mathematical content areas with a variety
of activities for teachers that include Solving and discussing
high-level mathematical tasks Analyzing narrative cases that make
the relationship between teaching and learning salient Examining
and interpreting student work Modifying curriculum materials and
evaluating learning environments to better support students to
reason-and-prove
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