Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010174290 | QA135.5 I46 2000 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Teachers and teacher educators interested in synthesizing their current practice with new mathematics standards will welcome this highly useful volume. Presented are cases of mathematics instruction drawn from research of nearly 500 classroom lessons. Readers will gain insight about how to foster a challenging, cognitively rich, and exciting classroom climate that propels students toward a richer understanding of mathematics.
Reviews 1
Choice Review
The standards documents of the National Council of Teachers of Mathematics have provided broad outlines for change as well as vignettes of classroom sequences to help educators visualize new approaches. This book takes the next step by elaborating on a process of in-depth professional development that guides teachers in thinking with precision about the mathematical tasks they use in middle school. The authors (Univ. of Pittsburgh) provide a framework for selecting mathematical tasks based on cognitive demand and for examining the evolution of tasks as they are used in the classroom, including a discussion of instructional choices that diminish the math power. The authors effectively illustrate their major points by presenting six cases, each relating to a commonly taught middle school math topic. The cases are actual stories from teachers who presented the tasks and who describe and reflect on subsequent teacher-student interactions. Cases include a guide to leading the discussion. Deborah Ball (Univ. of Michigan) provides a rich foreword that establishes the theory-practice connections involved in this type of teacher education. Highly recommended resource for educators of mathematics teachers and curriculum directors in state, district, school, or university settings. B. J. Young University of Rhode Island
