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Summary
Summary
First published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.
Reviews 1
Choice Review
Each chapter in this three-part volume has an introductory paragraph, which identifies the subject matter to be studied. Part 1 provides the background for mathematics teaching, including learning about student-centered teaching, analyzing a lesson, examining a framework for teacher cognitions, and relevant research on the relationship between teaching and teachers' cognitions. Part 2 provides a model for observing and reflecting on other teachers' work including pragmatic guidelines and instruments for observing a lesson, presenting a process for viewing your own teaching; and describing how to organize materials into a portfolio. The final part presents five case studies on how this method improved instruction for student teachers. The author also offers very useful appendixes. This book looks at how teachers should think about teaching a lesson. Donald SchD^"on's The Reflective Practitioner (1983) is another volume that addresses the reflective issue. Becoming a Reflective Mathematics Teacher is highly recommended for upper-division undergraduates, graduate students, and faculty. It can also be used as a supplementary text for a mathematics teaching methods course or to help support student teaching activities. C. M. Bradley Northeastern Illinois University
Table of Contents
| List of Figures and Tables | p. xiii |
| Preface to the Second Edition | p. xv |
| Preface to the First Edition | p. xvii |
| Acknowledgments | p. xviii |
| A Note to Professors | p. xxi |
| Part I Philosophical Basis for the Model | |
| 1 Toward an Understanding of Student-Centered Teaching | p. 3 |
| 2 A Framework for the Examination of Instructional Practice | p. 9 |
| 3 A Framework for the Examination of Teacher Cognitions | p. 17 |
| 4 Putting It All Together | p. 25 |
| Part II How to Use the Model | |
| 5 Using the Model to Examine Teachers' Instructional Practice and Cognitions | p. 39 |
| 6 Using the Model to Examine Your Own Instructional Practice and Cognitions | p. 85 |
| 7 Using a Portfolio to Document How You Engage in Self-Assessment and Reflection | p. 121 |
| Part III Evidence-the Model in Action | |
| 8 Case Studies of the Model in Action: Five Cases | p. 135 |
| Appendix A Research Results of Exploratory Study | |
| Appendix A.1 Summary of Patterns of Lesson Dimensions | p. 152 |
| Appendix A.2 Summary of Patterns of Cognitions | p. 154 |
| Appendix B Observation Guidelines | |
| Appendix B.1 Observation 1-Nature of the Content (Tasks) | p. 158 |
| Appendix B.2 Observation 2-Questioning (Discourse) | p. 159 |
| Appendix B.3 Observation 3-Motivation and Teaching Strategies (Tasks, Learning Environment, Discourse) | p. 164 |
| Appendix B.4 Observation 4-Homework (Tasks, Learning Environment, Discourse, Phases, Monitoring, Regulating) | p. 166 |
| Appendix B.5 Observation 5-Use of Class Time (Phases, Tasks, Learning Environment, Discourse) | p. 168 |
| Appendix B.6 Observation 6-Verbal Behavior of Students (Discourse) | p. 170 |
| Appendix B.7 Observation 7-Task Orientation of Students (Tasks, Learning Environment, Discourse) | p. 172 |
| Appendix B.8 Observation 8-Assessment (Monitoring and Regulating) | p. 174 |
| Appendix B.9 Observation 9-Teacher Expectations and Stereotyping (Discourse, Tasks) | p. 176 |
| Appendix B.10 Observation 10-Culminating Activity | p. 179 |
| Appendix B.11 Rubric for Grading the Observation Reports | p. 183 |
| Appendix C Observation Charts Made by Preservice Teachers | |
| Appendix C.1 Verbal Interaction Chart | p. 186 |
| Appendix C.2 Line Graph of On-Task Behaviors | p. 187 |
| Appendix C.3 Chart and Line Graph of On-Task Behaviors | p. 188 |
| Appendix D Guides and Forms for Supervised Observations | |
| Appendix D.1 Guides for Observation Written Reports and Conferences | p. 190 |
| Appendix D.2 Written Observation Report Before the Lesson | p. 192 |
| Appendix D.3 Written Observation Report After the Lesson | p. 194 |
| Appendix D.4 Self-Assessment of Instructional Practice | p. 197 |
| Appendix D.5 Summary Self Assessment Form | p. 198 |
| Appendix D.6 Evaluation of Teacher Cognitions | p. 199 |
| Appendix D.7 Videotaped Lesson-Final Conference | p. 200 |
| Appendix E Portfolio Assignment and Rubrics | |
| Appendix E.1 Portfolio Guidelines | p. 204 |
| Appendix E.2 Three Sample Lesson Plans | p. 206 |
| Appendix E.3 Assessment-One Quiz and One Unit Exam | p. 208 |
| Appendix E.4 One Week of Homework and a Project | p. 211 |
| Appendix E.5 Peer Observation Report | p. 214 |
| Appendix E.6 Unit Plan | p. 216 |
| Appendix E.7 Portfolio Check Sheet | p. 219 |
| References | p. 221 |
| Author Index | p. 227 |
| Subject Index | p. 231 |
