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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.
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.
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