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Mathematics is an important part ofthe school curriculum. If learners in the classroom are to be excited by mathematics, teachers need to be both well informed about current initiatives and able to see how what is expected of them can be translated into rich and stimulating classroom strategies. This book introduces and explores the contemporary issues and key ideas entailed in the teaching and learning of this subject. Concerned with exploring the bigger picture of mathematics education, this book is aimed particularly at those learning to teach mathematics; teachers in the classroom who want to continue thinking and developing as mathematics teachers; and those concerned with education who would like to be better informed about mathematics education.
| ISBN | 0415260698 | | Volumes | 1 | | ISBN13 | 9780415260695
(What's this?) | | Weight (grammes) | 522 | | Publisher | Taylor & Francis Ltd | | Reprint date | 30-Nov-2009 12:00:00 am | | Imprint | Routledge Falmer | | Published in | London | | Format | Paperback | | Series title | OU Flexible PGCE S. | | Publication date | 06 Dec 2001 | | Height (mm) | 234 | | Library of Congress | QA11.H24 2 | | Width (mm) | 156 | | DEWEY | 510.71241 | | Spine width (mm) | 16 | | DEWEY edition | DC21 | | Academic level | Undergraduate, Postgraduate, Professional / Scholarly | | Pages | 272 | |
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| | | List of illustrations | | | | | | List of abbreviations | | | | | | Sources | | | | | | Foreword | | | | | | Introduction | | | | Sect. 1 | | Student teacher learning | | 1 | | 1 | | Learning and developing as a mathematics teacher by Linda Haggarty | | 3 | | Sect. 2 | | Mathematics | | 17 | | 2 | | Being mathematically educated in the twenty-first century: what should it mean? by Johnston Anderson | | 19 | | 3 | | Mathematics in the digital technology age by Richard Noss | | 33 | | 4 | | Arbitrary and necessary: a way of viewing the mathematics curriculum by Dave Hewitt | | 47 | | Sect. 3 | | Learning Mathematics | | 65 | | 5 | | Social constructivism in mathematics learning and teaching by Barbara Jaworski | | 67 | | 6 | | 'Magical' moments in mathematics: insights into the process of coming to know by Mary Barnes | | 83 | | 7 | | Open and closed mathematics approaches: student experience and understandings by Jo Boaler | | 99 | | Sect. 4 | | Teaching Mathematics | | 113 | | 8 | | Landscape of investigation by Ole Skovsmose | | 115 | | 9 | | Maximising energy in the learning of mathematics by Gillian Hatch | | 129 | | 10 | | Integrating computers into the teaching of mathematics by Ronnie Goldstein | | 143 | | Sect. 5 | | Assessing learning in Mathematics | | 159 | | 11 | | What does it mean to understand something and how do we know when it has happened? by Anne Watson | | 161 | | 12 | | Assessment in mathematics education by Kenneth Ruthven | | 176 | | 13 | | Culture, class and 'realistic' mathematics tests by Barry Cooper | | 192 | | | More... | | |
'This is a fine book. Almost every chapter added to my own knowledge and all enhanced my understanding...definitely essential reading for student teachers.' -Mathematics in School  Be the first to write a customer review
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