There is today a greater awareness that elementary mathematics is rich in important ideas and that its instruction requires far more than simply knowing the “math facts” and a handful of algorithms. Mathematics courses for teachers must reflect the intellectual depth and challenge of the elementary school curriculum. The Conference Board of Mathematical Sciences (CBMS) recommends that the preparation of mathematics teachers include courses that develop a “deep understanding of the mathematics they teach,” that are designed to “develop careful reasoning and ‘common sense’ in analyzing conceptual relationships, . . . that develop the habits of mind of a mathematical thinker and that demonstrate flexible, interactive styles of teaching” (CBMS, 2000, pp. 7-8). Judy Sowder, Larry Sowder, and Susan Nickerson recognize and accept the challenge of presenting mathematics to teachers in a manner that addresses these recommendations. In doing so they provide instruction that will lead teachers of mathematics to "reconceptualize" the mathematics they often think they already know, thus allowing them to develop a deeper understanding of the mathematics they will teach. The authors believe that teachers must know mathematics differently than most people do. Teachers need to know the mathematics they teach in a way that allows them to hold conversations about mathematical ideas and mathematical thinking with their students. A persistent pursuit of explanation is a hallmark of a classroom in which learning is taking place. A common axiom is that teachers teach the way they were taught. Prospective teachers are unlikely to demonstrate flexible, interactive styles of teaching unless they have experienced mathematics taught this way. Instructors of the "Reconceptualizing Mathematics" courses, however, may not have experienced such instruction themselves. Thus the authors provide many forms of instructional assistance to help instructors better understand the mathematics their prospective teachers need to know, to begin to model teaching strategies that these prospective teachers will be expected to use in their own classrooms, and to assist them in many ways throughout the course.
Reconceptualizing Mathematics, founded on research and studies of learning and mathematics teaching for many years, is designed for use in classrooms in which students take an active part in learning and experience doing math. The esteemed author team has written the only textbook of its kind to both incorporate aspects of student-centered learning into lessons and model the teaching that will be expected of their students. To this end, the authors provide worthwhile tasks, activities, and support for facilitating discussions. Quantitative reasoning and problem solving are recurring themes in Reconceptualizing Mathematics. The authors approach problem solving that teaches students to understand the quantities embedded in the situation and how they relate to each other.
Author : Sowder
ISBN : 1464193843
File Size : 61.89 MB
Format : PDF
Download : 389
Read : 519
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