商品簡介
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.
作者簡介
Peter Appelbaum is Associate Professor, Arcadia University, Pennyslvania, where he teaches Mathematics Education, Curriculum Theory, and Cultural Studies, and is Coordinator of Mathematics Education Programs, and serves on the University Undergraduate Academic Programs Committee; University General Education Task Force; University Intercultural Committee. Secondary Education Committee; and Elementary Education Committee. His publications include Popular Culture, Educational Discourse, and Mathematics (SUNY Press, 1995); (Post) Modern Science (Education): Frustrations, propositions, and alternative paths, coedited with John Weaver and Marla Morri (Peter Lang, 2001), Multicultural and Diversity Education (ABC-CLIO, 2002), Children’s Books for Grownup Teachers (LEA/Routledge, in press), and numerous chapters in edited volumes and journal articles.
David Scott Allen teaches 7th, 8th, and sometimes 9th grade math at Pennbrook Middle School in North Wales, Pennsylvania.
目次
Preface: How can I (better) embrace mathematics? David Scott Allen
Prologue Peter AppelbaumResponse to Prologue: Be a student of mathematics learners
Chapter 1: Planning and assessmentResponse to Chapter 1: Engage yourself in meaningful observation Action Research 1 Isaiah Manzella, Numbers on Trial MathWorlds 1: Reverse answer to questions
Chapter 2: A psychoanalytic perspectiveResponse to Chapter 2: Ask yourself to change Action Research 2 Karen Cipriano, Flexible interview projectMathWorlds 2: Multiple answers.
Chapter 3: You are a mathematicianResponse to Chapter 3: Explore the vastness of mathematicsAction Research 3 Karen Cipriano, Mathematics journalsMathWorlds 3: Reading and writing mathematics
Chapter 4: Critical thinkers thinking criticallyResponse to Chapter 4: It is critical to thinkAction Research 4 Ada Rocchi, Lesson: world population and wealth MathWorlds 4: Pitching questions at various levels.
Chapter 5: Consuming culture: commodities and cultural resourcesResponse to Chapter 5: Emphasize the meaning-making of mathematicsAction Research 5 Colleen Murphy, Problem solving through literatureMathWorlds 5: Turning "puzzles" into "problems" or "exercises"
Chapter 6: Metaphors for the classroom spaceResponse to Chapter 6: Take ownership of your classroom spaceAction Research 6 Kristin Iaccio, Linking mathematics to social issuesMathWorlds 6: Same math, different metaphors
Chapter 7: Places where people learn mathematicsResponse to Chapter 7: The classroom is always changingAction Research 7 Petal Sumner, Empowering students who don’t learn
Chapter 8: When students don’t learnResponse to Chapter 8: We are all students
Epilogue: Becoming a teacher and changing with mathematics
Afterword: What will you write in your chapter?
Appendices
