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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.
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