Teaching Mathematics: Teaching Mathematics

Foundations to Middle Years
1. Auflage 2011
ISBN: 978-0-19-556845-5
Verlag: Oxford University Press

Buch, Englisch, 720 Seiten, Format (B × H): 211 mm x 277 mm, Gewicht: 1778 g

Teaching Mathematics: Foundations to Middle Years connects teacher education students to the bigger picture of mathematics. It shows them how to communicate mathematically, feel positive about mathematics and their role in teaching it and to enter the classroom confident they are equipped with the practical knowledge, skills, strategies and activities to teach mathematics at any level of school.

The text contains a rich set of pedagogy to assist understanding and teaching. These include:

Vignettes at start of each part: Short stories with some exploratory questions to engage the pre-service teachers with the underlying themes and concepts of each chapter.

Big Ideas: Introduce the main concepts of the chapter and encourage mathematical thinking.

Consider and Discuss: Specific tasks/questions/activities that will get everyone involved in tutorials.

Making Connections: links the big ideas in mathematics to other disciplines, and relevant mathematical learning.

Did you know?: short historical and cultural facts that show math it in the larger context and illustrate why mathematics is viewed and taught in the way it is today.

Issues in Teaching: discussion of contentious topics.

Integrating Technology/ ICT: Suggests uses of software, interactive whiteboards, social networking sites, mobile phones, and other digital technologies.

For the Classroom (and you!): activities students can pick up and take with them into the classroom.

Communicating Mathematically: develop student's communication skills in mathematics by illustrating conventions, uses of language, materials, symbols diagrams, interaction patterns.

Handy Hints: practical tips to help students prepare their lessons with confidence.

Think and link: to help students navigate their way throughout the book, drawing on information introduced in earlier chapters and then elaborated on in later chapters.

Chapter objectives, key terms, review questions to help students cement their learning.

Zielgruppe

Undergraduate pre-service teacher education students.

Autoren/Hrsg.

Siemon, Dianne

Beswick, Kim

Brady, Kathy

Clark, Julie

Faragher, Rhonda

Warren, Elizabeth

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Lists of tables, figures, Abbreviations and Acronyms
Glossary
Preface
Guided Tour
Introduction
Part 1: Thinking Critically about School Mathematics
1: School Mathematics: what is it, where has it come from?
2: Learning Mathematics: what do we know?
3: Teaching Mathematics; what does this mean?
Part 2: Understanding the Challenges and Opportunities
4: Problem-solving: interpreting and applying mathematics
5: Communication, making connections in mathematics
6: Materials, models, representations & recording
7: Assessing and reporting
8: Planning for Diversity
Part 3: Exploring the Big Ideas in Mathematics
9: Numeracy in the School Curriculum
10: Number and pattern sense
11: A Sense of measurement and geometry
12: Understanding statistics and probability
Part 4: Developing the knowledge needed to teach mathematics: Laying the foundation in the early years (K-4)
13: Pattern and Structure
14: Developing early number ideas and strategies
15: Introducing place value
16: Developing Additive Thinking
17: Introducing multiplicative thinking
18: Introducing fractions
19: Developing measurement concepts and strategies
20: Developing geometric thinking and concepts
21: Early chance and data
Part 5: Developing the knowledge needed to teach mathematics: extending the foundation to the middle years (5-9)
22: Extending number and numeration
23: Extending fraction knowledge and confidence
24: Extending operations
25: Algebraic thinking, pattern and colour
26: Consolidating measurement concepts
27: Consolidating geometric thinking and concepts
28: Interpreting data, statistics and probability
Part 6: And now it's your turn
29: Building on what is known: becoming a professional teacher
Appendices: various charts and tables
Bibliography
Index

Über Autor(innen)

Siemon, Dianne
Dianne Siemon is Professor in the School of Education at RMIT University.

Beswick, Kim
Kim Beswick is an Associate Professor in the Faculty of Education at the University of Tasmania.

Brady, Kathy
Kathy Brady is a Lecturer and Director, Initial Teacher Education Programs, School of Education, Flinders University.

Clark, Julie
Julie Clark is a Lecturer and Associate Dean, Teaching and Learning, School of Education, Flinders University.

Faragher, Rhonda
Rhonda Faragher is a Senior Lecturer in the School of Education at Australian Catholic University.

Warren, Elizabeth
Elizabeth Warren is a Professor of Education in the School of Education at Australian Catholic University.

Dianne Siemon is Professor in the School of Education at RMIT University.

Kim Beswick is an Associate Professor in the Faculty of Education at the University of Tasmania.

Kathy Brady is a Lecturer and Director, Initial Teacher Education Programs, School of Education, Flinders University.

Julie Clark is a Lecturer and Associate Dean, Teaching and Learning, School of Education, Flinders University.

Rhonda Faragher is a Senior Lecturer in the School of Education at Australian Catholic University.

Elizabeth Warren is a Professor of Education in the School of Education at Australian Catholic University.