The Essential Guide to Secondary Mathematics: Successful and enjoyable teaching and learning

 Colin Foster

Routledge | 2012 | 212 páginas 

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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.


Contents
List of illustrations vii
List of tasks ix
Acknowledgments xiv
Introduction xv
1 The mathematics teacher 1
2 Developing as a mathematics teacher 13
PART 1
Preparing to teach mathematics 27
3 Preparing yourself 29
4 Learning and teaching mathematics 41
5 Ideas for lessons 53
6 Tasks, timings and resources 64
7 Equality and difference 80
8 Starters, fi llers and fi nishers 94
PART 2
Teaching mathematics 107
9 A mathematical classroom community 109
10 Listening and intervening 126
11 Groups and individuals 139
12 Extending and fi nishing 149
13 Independent thinking 160
14 Assessment 172
15 Constraints 186
References 199
Index 212

Reconceptualizing Early Mathematics Learning (Advances in Mathematics Education)

Lyn D. English, Joanne T. Mulligan

Springer | 2013 | 339 páginas

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This book emanated primarily from concerns that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Research over many years has revealed that young children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities. As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought. A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early years. Although there is a large and coherent body of research on individual content domains such as counting and arithmetic, there have been remarkably few studies that have attempted to describe characteristics of structural development in young students’ mathematics. Collectively, the chapters highlight the importance of providing more exciting, relevant, and challenging 21st century mathematics learning for our young students. The chapters provide a broad scope in their topics and approaches to advancing young children’s mathematical learning. They incorporate studies that highlight the importance of pattern and structure across the curriculum, studies that target particular content such as statistics, early algebra, and beginning number, and studies that consider how technology and other tools can facilitate early mathematical development. Reconceptualising the professional learning of teachers in promoting young children’s mathematics, including a consideration of the role of play, is also addressed.

Índice
Contents
Perspectives on Reconceptualizing Early Mathematics Learning . . . . . 1
Lyn D. English and Joanne T. Mulligan
Early Mathematics Learning in Perspective: Eras and Forces of Change . 5
Kristie J. Newton and Patricia A. Alexander
Early Awareness of Mathematical Pattern and Structure . . . . . . . . . 29
Joanne T. Mulligan and Michael C. Mitchelmore
Reconceptualizing Early Mathematics Learning: The Fundamental Role of Pattern and Structure . 47
Joanne T. Mulligan, Michael C. Mitchelmore, Lyn D. English, and Nathan Crevensten
Reconceptualizing Statistical Learning in the Early Years . . . . . . . . . 67
Lyn D. English
Cognitive Guidelines for the Design and Evaluation of Early Mathematics Software: The Example of MathemAntics . . . . . . . . 83
Herbert P. Ginsburg, Azadeh Jamalian, and Samantha Creighan
Rethinking Early Mathematics: What Is Research-Based Curriculum for Young Children? . . . 121
Douglas H. Clements and Julie Sarama
Reflecting on Young Children’s Mathematics Learning . . . . . . . . . . 149
Bob Perry and Sue Dockett
Practices that Support Mathematics Learning in a Play-Based Classroom 163
Anita A. Wager
Communicating About Number: Fostering Young Children’s Mathematical Orientation in the World . . . 183
Bert van Oers
A Framework for Examining Technologies and Early Mathematics Learning . 205
Kristy Goodwin and Kate Highfield
The Role of Picture Books in Young Children’s Mathematics Learning . . 227
Marja Van den Heuvel-Panhuizen and Iliada Elia
Improving Numeracy Outcomes for Young Australian Indigenous Children . . 253
Marina M. Papic
Enhancing Teacher Professional Development for Early Years Mathematics TeachersWorking in Disadvantaged Contexts . . . . . 283
Elizabeth Warren and Janine Quine
Mathematical Modeling at the Intersection of Elementary Mathematics,Art, and Engineering Education . . . 309
Heidi A. Diefes-Dux, Lindsay Whittenberg, and Roxanne McKee

The Mathematical Collage

Ronald Staszkow, Robert Bradshaw 

Custom Publishing | 2006 | 

Versão draft

online: ohlone.edu (capítulos)

PDF

ohlone.edu (link direto)

The Mathematical Collage has been written to meet an Associate Degree general education requirement of a mathematics course with a Beginning Algebra prerequisite. The text shows that mathematics is alive in today's world and helps students see the beauty and power of mathematics. Its contents consists of chapters on the lore of numbers, finance matters, measurement geometry and trigonometry, probability and statistics, and math in sports, It also includes Mathematical Excursions, short trips into various areas where mathematics is used, such as math and the tourist, math and the internet, math and voting, math and nursing, math and the automobile, math and cooking, math and the angler, math and the World Series of Poker.

Complex Numbers from A to ...Z

Titu Andreescu , Dorin Andrica

Birkhäuser Boston | 2006 | 321 páginas

online: archive.org

PDF - 3 Mb
thunhan.files.wordpress.com (link direto)
4shared.com
scribd.com

It is impossible to imagine modern mathematics without complex numbers. Complex Numbers from A to . . . Z introduces the reader to this fascinating subject that, from the time of L. Euler, has become one of the most utilized ideas in mathematics.

Mathematical Omnibus: Thirty Lectures on Classic Mathematics

Dmitry Fuchs, Serge Tabachnikov

American Mathematical Society | 465 páginas | PDF | 7 Mb
Versão draft

links diretos:

math.psu.edu

thiqaruni.org

The book consists of thirty lectures on diverse topics, covering much of the mathematical landscape rather than focusing on one area. The reader will learn numerous results that often belong to neither the standard undergraduate nor graduate curriculum and will discover connections between classical and contemporary ideas in algebra, combinatorics, geometry, and topology. The reader's effort will be rewarded in seeing the harmony of each subject. The common thread in the selected subjects is their illustration of the unity and beauty of mathematics. Most lectures contain exercises, and solutions or answers are given to selected exercises. A special feature of the book is an abundance of drawings (more than four hundred), artwork by an award-winning artist, and about a hundred portraits of mathematicians. Almost every lecture contains surprises for even the seasoned researcher.

Minilessons for Math Practice, Grades 3-5

Rusty Bresser, Caren Holtzman

Math Solutions | 2006 | 176 páginas | PDF | 920 Kb

link

These two books present an innovative approach to reinforcing students' math skills. The 27 engaging lessons in each book are easy to implement, require little or no preparation, and take only 5 to 15 minutes to teach. Designed for use during transition times, the minilessons help students practice math concepts, skills, and processes by applyingthem in a variety of problem-solving contexts throughout the school day. Content areas explored include: number and operations; algebra; geometry; data analysis and probability; and measurement. Each activity includes a materials list, teaching directions, a list of key questions, and ideas for extending the activity throughout the year.

Reform in School Mathematics and Authentic Assessment

(SUNY Series, Reform in Mathematics Education)

Thomas A. Romberg

State University of New York Press | 1995 | 299 páginas | PDF | 2,29 Mb

uploading.com (password: matav)

ERIC (13,2 MB)


This volume is concerned with the alignment between the way the mathematical performance of students is assessed and the reform agenda in school mathematics. The chapters in this book have been prepared to raise a set of issues that scholars are addressing during this period of transition from traditional schooling practices toward the reform vision of school mathematics. Chapters are: (1) "Issues Related to the Development of an Authentic Assessment System for School Mathematics" (T. A. Romberg and L. D. Wilson), (2) "A Framework for Authentic Assessment in Mathematics" (S. P. Lajoie), (3) "Sources of Assessment Information for Instructional Guidance in Mathematics" (E. A. Silver and P. A. Kenney), (4) "Assessment: No Change without Problems" (J. De Lange), (5) "The Invalidity of Standardized Testing for Measuring Mathematics Achievement" (R. E. Stake), (6) "Assessment Nets: An Alternative Approach to Assessment in Mathematics Achievement" (M. Wilson), and (7) "Connecting Visions of Authentic Assessment to the Realities of Educational Practice


Contents
Preface vii
1 Issues Related to the Development of an Authentic Assessment System for School Mathematics
THOMAS A. ROMBERG AND LINDA D. WILSON

2 A Framework for Authentic Assessment in Mathematics
SUSANNE P. LAJOIE

3 Sources of Assessment Information for Instructional Guidance in Mathematics
EDWARD A. SILVER AND PATRICIA ANN KENNEY

4 Assessment: No Change without Problems
JAN DE LANGE

5 The Invalidity of Standardized Testing for Measuring Mathematics Achievement
ROBERT E. STAKE

6 Assessment Nets: An Alternative Approach to Assessment in Mathematics Achievement
MARK WILSON

7 Connecting Visions of Authentic Assessment to the Realities of Educational Practice
M. ELIZABETH GRAUE

Contributors 277
Index