Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.
"Combining research-based theory with fresh, practical guidance for the classroom, The Essential Guide to Secondary Mathematics is a stimulating new resource for all student and practising teachers looking for new ideas and inspiration. With an emphasis on exciting your mathematical and pedagogical passions, it focuses on the dynamics of the classroom and the process of designing and using rich mathematical tasks. Written by a highly experienced mathematics teacher who understands the realities of the secondary classroom, this book combines insights from the latest research into mathematical learning with useful strategies and ideas for engaging teaching. The text is punctuated by frequent tasks, some mathematical and others more reflective, which are designed to encourage independent thinking. Key topics covered include: - Preparing yourself: thinking about mathematics and pedagogy, taking care of your health and dealing with stress - Different styles of learning and teaching mathematics - Ideas for lessons: what does it take to turn an idea into a lesson? - Tasks, timings and resources - Equality and dealing positively with difference - Mathematical starters, fillers and finishers: achieving variety - The mathematical classroom community: seating layouts, displays and practical considerations - Assessment: effective strategies for responding to learners' mathematics and writing reports. The Essential Guide to Secondary Mathematics will be a valuable resource both for beginning teachers interested in developing their understanding, and for experienced teachers looking to re-evaluate their practice. Aiming to develop all aspects of your mathematics teaching, this book will help you to devise, adapt and implement ideas for successful and enjoyable teaching and learning"--
A guide to teaching lower attaining students in secondary mathematics offers an alternative view of attainment and capability, arguing that teaching should be based on a learner's proficiency, rather than on knowledge deficits.
Building Learning in Mathematics is about generating deep progress in mathematics so that students who struggle with this subject learn more mathematics, get better at learning mathematics and feel better about themselves as mathematics students. This means that they gain in confidence and self-esteem, and can remember and transfer their knowledge.
"The book speaks to me as one of those texts that will become seminal in mathematics education. It is original, refreshing, and despite a complicated plot, points to some ways forward. It is engagingly written, if at times perhaps a little bit no-nonsense in tone. It will be of interest to teachers and teacher educators, as well as providing a theoretical stance that should inform future research." Review from BERJ, 2007 The study of mathematics, together with other 'gendered' subjects such as science and engineering, usually attracts more male than female pupils, particularly at more advanced levels. In this book Heather Mendick explores this phenomenon, addressing the important question of why more boys than girls choose to study mathematics. She combines new research with an original theoretical approach to argue that 'doing mathematics is doing masculinity'. The book illuminates what studying mathematics means for both students and teachers and offers a broad range of insights into students' views and practices. In addition to the words of young people learning mathematics, the masculinity of mathematics is explored through historical material and cinematic representations. Heather Mendick discusses the ways in which the alignment of mathematics with masculinity creates tensions for girls and women doing the subject. These tensions are sensitively explored through interviews with young men and women, to show how doing mathematics fits or conflicts with their gender identities. Finally, the book explores the implications for teachers, including ways to promote gender equity in mathematics education. This is key reading for students on courses in gender and education, mathematics education, gender and curriculum, and social justice.
'This is an incredibly interesting and thought provoking book. Intended for anyone interested in developing their own mathematical thinking, or of the students they teach, whether at a primary level or right through to FE. The book is a delightful blend of theory and practice - encouraging the reader to participate, to solve problems and to develop their own thinking' - Peter Hall, Imberhorne School, East Grinstead. Algebra has always been a watershed for pupils learning mathematics. Nevertheless pupils bring to school all the necessary natural powers for thinking algebraically, including orga