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This alternative textbook for courses on teaching mathematics asks
teachers and prospective teachers to reflect on their relationships
with mathematics and how these relationships influence their
teaching and the experiences of their students. Applicable to all
levels of schooling, the book covers basic topics such as planning
and assessment, classroom management, and organization of classroom
experiences; it also introduces some novel approaches to teaching
mathematics, such as psychoanalytic perspectives and post-modern
conceptions of curriculum. Traditional methods-of-teaching issues
are recast in a new discourse, provoking new ideas for making
mathematics education meaningful to teachers as well as their
students. Co-authored by a professor and coordinator of mathematics
education programs, with several practicing elementary, middle and
high school mathematics, a unique aspect of this book is that it is
a collaboration of teachers across all pre-college grade levels,
making it ideal for discussion groups that include teachers at any
level. Embracing Mathematics: integrates pedagogy and content
exploration in ways that are unique in mathematics education
features textboxes with reflection questions and suggested
explorations that can be easily utilized as homework for a course
or as discussion opportunities for teacher reading groups offers
examples of teachers' action research projects that grew out of
their interactions with the main chapters in the book is not
narrowly limited to mathematics education but incorporates
curriculum studies - an invaluable asset that allows instructors to
find more ways to engage students in self-reflexive acts of
teaching Embracing Mathematics bookis intended as a method text for
undergraduate and master's-level mathematics education courses and
more specialized graduate courses on mathematics education, and as
a resource for teacher discussion groups.
Teachers and prospective teachers read children's books, but that
reading is often done as a "teacher" - that is, as planning for
instruction - rather than as a "reader" engaged with the text.
Children's Books for Grown-Up Teachers models the kind of thinking
about teaching and learning - the sort of curriculum theorizing -
accomplished through teachers' interactions with the everyday
materials of teaching. It starts with children's books, branches
out into other youth culture texts, and subsequently to thinking
about everyday life itself. Texts of curriculum theory describe
infrastructures that support the crafts of inquiry and learning,
and introduce a new vocabulary of poaching, weirding, dark matter,
and jazz. At the heart of this book is a method of reading; Each
reader pulls idiosyncratic concepts from children's books and from
everyday life. Weaving these concepts into a discourse of
curriculum theory is what makes the difference between "going
through the motions of teaching" and "designing educational
experiences. This book was awarded the 2009 AERA Division B
(Curriculum Studies) Outstanding Book Award.
This alternative textbook for courses on teaching mathematics asks
teachers and prospective teachers to reflect on their relationships
with mathematics and how these relationships influence their
teaching and the experiences of their students. Applicable to all
levels of schooling, the book covers basic topics such as planning
and assessment, classroom management, and organization of classroom
experiences; it also introduces some novel approaches to teaching
mathematics, such as psychoanalytic perspectives and post-modern
conceptions of curriculum. Traditional methods-of-teaching issues
are recast in a new discourse, provoking new ideas for making
mathematics education meaningful to teachers as well as their
students. Co-authored by a professor and coordinator of mathematics
education programs, with illustrative contributions from practicing
elementary, middle, and high school mathematics teachers, this book
is a unique collaboration across all pre-college grades, making it
ideal for teacher discussion groups at any level. Embracing
Mathematics: integrates pedagogy and content exploration in ways
that are unique in mathematics education features textboxes with
reflection questions and suggested explorations that can be easily
utilized as homework for a course or as discussion opportunities
for teacher reading groups offers examples of teachers' action
research projects that grew out of their interactions with the main
chapters in the book is not narrowly limited to mathematics
education but incorporates curriculum studies - an invaluable asset
that allows instructors to find more ways to engage students in
self-reflexive acts of teaching Embracing Mathematics is intended
as a method text for undergraduate and master's-level mathematics
education courses and more specialized graduate courses on
mathematics education, and as a resource for teacher discussion
groups.
Teachers and prospective teachers read children's books, but that
reading is often done as a "teacher" - that is, as planning for
instruction - rather than as a "reader" engaged with the text.
Children's Books for Grown-Up Teachers models the kind of thinking
about teaching and learning - the sort of curriculum theorizing -
accomplished through teachers' interactions with the everyday
materials of teaching. It starts with children's books, branches
out into other youth culture texts, and subsequently to thinking
about everyday life itself. Texts of curriculum theory describe
infrastructures that support the crafts of inquiry and learning,
and introduce a new vocabulary of poaching, weirding, dark matter,
and jazz. At the heart of this book is a method of reading; Each
reader pulls idiosyncratic concepts from children's books and from
everyday life. Weaving these concepts into a discourse of
curriculum theory is what makes the difference between "going
through the motions of teaching" and "designing educational
experiences. This book was awarded the 2009 AERA Division B
(Curriculum Studies) Outstanding Book Award.
This volume presents multiple perspectives on the uses of the
history of mathematics for teaching and learning, including the
value of historical topics in challenging mathematics tasks, for
provoking teachers’ reflection on the nature of mathematics,
curriculum development questions that mirror earlier pedagogical
choices in the history of mathematics education, and the history of
technological innovations in the teaching and learning of
mathematics. An ethnomathematical perspective on the history of
mathematics challenges readers to appreciate the role of
mathematics in perpetuating consequences of colonialism. Histories
of the textbook and its uses offer interesting insights into how
technology has changed the fundamental role of curriculum materials
and classroom pedagogies. History is explored as a source for the
training of teachers, for good puzzles and problems, and for a
broad understanding of mathematics education policy. Third in a
series of sourcebooks from the International Commission for the
Study and Improvement of Mathematics Teaching, this collection of
cutting-edge research, stories from the field, and policy
implications is a contemporary and global perspective on current
possibilities for the history of mathematics for mathematics
education. This latest volume integrates discussions regarding
history of mathematics, history of mathematics education and
history of technology for education that have taken place at the
Commission's recent annual conferences.
A state-of-the-art resource concentrating on the practical
applications, philosophical and social policy motivations, and
historical development of various approaches to multicultural
education in the United States. In this comprehensive introduction
to multicultural education, author Peter Appelbaum reveals that
Native American-run schools in the early 19th century produced
nearly 100 percent literacy rates-higher among western Oklahoma
Cherokees than among whites in nearby Texas or Arkansas. Today, as
the country rapidly becomes more racially and ethnically diverse,
he discusses how success in diversity education requires that
administrators, teachers, and students change the way they look at
each other, the curriculum, and the structures and policies that
govern schools. Diversity and Multicultural Education: A Reference
Handbook examines the political and educational arguments for and
against multicultural education, provides a range of curriculum
approaches, describes the dilemmas of assessment, and explores
political and legal issues. Also included are a chronology,
directories, and bibliographies. Bibliography contains print
resources covering community building and curriculum such as
Venture into Cultures: A Resource Book of Multicultural Materials
and Programs, along with nonprint resources such as websites for
state standards on culturally responsive schools and online
magazines devoted to multicultural education Provides a chronology
of the evolution of the concept of multicultural and diversity
education in the United States from the introduction of the term
multiculturalism in the 1970s to the reexamination of the concept
as a culturally valued term in the 1990s
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