Providing A Foundation For Teaching Mathematics In The Middle Grades
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Providing a Foundation for Teaching Mathematics in the Middle Grades
Author: Judith Sowder
language: en
Publisher: State University of New York Press
Release Date: 1995-08-03
This book is written primarily for middle grade teachers who are discovering that they now want to teach in ways that create positive mathematical learning environments and instigate rich classroom discourse. Many of these teachers are finding that their mathematical preparation did not address the complexities underlying the mathematics they now want to teach. In Part One, the authors provide a foundation for the mathematics of these grades, particularly the mathematics that grows out of concepts of number, quantity, and arithmetic operations. In Part Two, through three case studies, the authors demonstrate to teachers how a deeper understanding of the mathematics they teach can enhance classroom instruction. The book interweaves research and classroom practice. Mathematics teacher educators, researchers, curriculum developers, textbook authors, and supervisors of mathematics programs will find this book to be useful. Teachers, both prospective and practicing, will benefit most from this book when the chapters are used as catalysts for discussion in classes or professional development programs.
Providing a Foundation for Teaching Mathematics in the Middle Grades
This book provides middle school teachers with a firm pedagogical foundation based on the manner in which students learn the mathematics being taught.
Middle Grade Teachers' Mathematical Knowledge and Its Relationship to Instruction
Author: Judith Sowder
language: en
Publisher: State University of New York Press
Release Date: 1998-07-16
The outcome of a two-year investigation, this book shows how teachers' understanding of the mathematics of number, quantity, and proportion influences how they teach and what their students learn of the concepts, skills, and reasoning associated with this mathematical domain of knowledge. It grew out of the recognition of the need to understand the complexities of helping teachers reconceptualize the mathematics they teach and the resulting effects in their classrooms. The book includes case studies of five teachers, from different types of school settings, illustrating changes in the teachers' teaching methods, expectations of students, and beliefs about the role of professional development.