Details
The Language of Mathematics
How the Teacher's Knowledge of Mathematics Affects Instruction|
35,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | |
| Veröffentl.: | 04.02.2020 |
| ISBN/EAN: | 9781475854817 |
| Sprache: | englisch |
| Anzahl Seiten: | 230 |
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Beschreibungen
<span>The Language of Mathematics: How the Teacher’s Knowledge of Mathematics Affects Instruction</span>
<span> introduces the reader to a collection of thoughtful works by authors that represent current thinking about mathematics teacher preparation. The book provides the reader with current and relevant knowledge concerning preparation of mathematics teachers. The complexity of teaching mathematics is undeniable and all too often ignored in the preparation of teachers with substantive mathematical content knowledge and mathematical teaching knowledge. That said, this book has a focus on the substantive knowledge and the relevant pedagogy required for preparing teachings to enter classrooms to teach mathematics in K-12 school settings. Each chapter focuses on the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. Chapter One opens the book with a focus on the language and knowledge of mathematics teaching. The authors of Chapters Two-Nine present field-based research that examines the complexities of content and pedagogical knowledge as well as knowledge for teaching. Each chapter offers the reader an examination of mathematics teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as providing the findings and conclusions drawn with respect to mathematics teacher preparation and practice. Finally, Chapter 10 presents an epilogue that focuses on the future of mathematics teacher preparation.</span>
<span> introduces the reader to a collection of thoughtful works by authors that represent current thinking about mathematics teacher preparation. The book provides the reader with current and relevant knowledge concerning preparation of mathematics teachers. The complexity of teaching mathematics is undeniable and all too often ignored in the preparation of teachers with substantive mathematical content knowledge and mathematical teaching knowledge. That said, this book has a focus on the substantive knowledge and the relevant pedagogy required for preparing teachings to enter classrooms to teach mathematics in K-12 school settings. Each chapter focuses on the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. Chapter One opens the book with a focus on the language and knowledge of mathematics teaching. The authors of Chapters Two-Nine present field-based research that examines the complexities of content and pedagogical knowledge as well as knowledge for teaching. Each chapter offers the reader an examination of mathematics teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as providing the findings and conclusions drawn with respect to mathematics teacher preparation and practice. Finally, Chapter 10 presents an epilogue that focuses on the future of mathematics teacher preparation.</span>
<span>The Language of Mathematics </span>
<span>focuses on the substantive knowledge and relevant pedagogy required for preparing instructors to teach mathematics in K-12 school settings. The contents reflect current field-based research relevant to faculty in higher education as well as teachers in public school classrooms.</span>
<span>focuses on the substantive knowledge and relevant pedagogy required for preparing instructors to teach mathematics in K-12 school settings. The contents reflect current field-based research relevant to faculty in higher education as well as teachers in public school classrooms.</span>
<span>TABLE OF CONTENTS<br><br></span>
<span>Preface</span>
<span><br><br></span>
<span>Acknowledgements</span>
<span><br><br></span>
<span>Chapter 1.</span>
<span> Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive Knowledge<br><br></span>
<span>Patrick M. Jenlink</span>
<span><br><br></span>
<span>Chapter 2.</span>
<span> Cultivating Dispositions for Teaching and Learning Elementary Mathematics<br><br></span>
<span>Michelle C. Hughes</span>
<span><br><br></span>
<a></a>
<span>Chapter 3.</span>
<span> Preservice Elementary Education Majors’ Attitudes about Mathematics: A Semantic Differential<br><br></span>
<span>Carmen M. Latterell and Janelle L. Wilson</span>
<span><br><br></span>
<span>Chapter 4. </span>
<span>Addressing Math Phobia at its Source: A Case Study<br><br></span>
<span>Melinda (Mindy) Eichhorn and Courtney Lacson</span>
<span><br><br></span>
<span>Chapter 5. </span>
<span>A Teacher’s Perspective of Quantitative Literacy in Middle School Mathematics<br><br></span>
<span>Heather Crawford-Ferre and Diana L. Moss</span>
<span><br><br></span>
<span>Chapter 6.</span>
<span> Something Doesn’t Add Up: Math Teachers and Student-centered Pedagogy<br><br></span>
<span>David Nurenberg and Se-Ah Kwon Siegel</span>
<span><br><br></span>
<span>Chapter 7.</span>
<span> A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of Teachers<br><br></span>
<span>Sinem Sozen Ozdogan, Didem Akyuz and Erdinc Cakiroglu</span>
<span><br><br></span>
<span>Chapter 8.</span>
<span> Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two Contexts<br><br></span>
<span>Jennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang </span>
<span><br><br></span>
<span>Chapter 9.</span>
<span> Complex Adaptive Model of Algebra Professional Development<br><br></span>
<span>Sarah Smitherman Pratt and Colleen McLean Eddy</span>
<span><br><br></span>
<span>Chapter 10. </span>
<span>Epilogue: Looking Toward the Future of Mathematics Teacher Preparation<br><br></span>
<span>Patrick M. Jenlink</span>
<span><br><br></span>
<span>About the Editor and Authors</span>
<span>Preface</span>
<span><br><br></span>
<span>Acknowledgements</span>
<span><br><br></span>
<span>Chapter 1.</span>
<span> Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive Knowledge<br><br></span>
<span>Patrick M. Jenlink</span>
<span><br><br></span>
<span>Chapter 2.</span>
<span> Cultivating Dispositions for Teaching and Learning Elementary Mathematics<br><br></span>
<span>Michelle C. Hughes</span>
<span><br><br></span>
<a></a>
<span>Chapter 3.</span>
<span> Preservice Elementary Education Majors’ Attitudes about Mathematics: A Semantic Differential<br><br></span>
<span>Carmen M. Latterell and Janelle L. Wilson</span>
<span><br><br></span>
<span>Chapter 4. </span>
<span>Addressing Math Phobia at its Source: A Case Study<br><br></span>
<span>Melinda (Mindy) Eichhorn and Courtney Lacson</span>
<span><br><br></span>
<span>Chapter 5. </span>
<span>A Teacher’s Perspective of Quantitative Literacy in Middle School Mathematics<br><br></span>
<span>Heather Crawford-Ferre and Diana L. Moss</span>
<span><br><br></span>
<span>Chapter 6.</span>
<span> Something Doesn’t Add Up: Math Teachers and Student-centered Pedagogy<br><br></span>
<span>David Nurenberg and Se-Ah Kwon Siegel</span>
<span><br><br></span>
<span>Chapter 7.</span>
<span> A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of Teachers<br><br></span>
<span>Sinem Sozen Ozdogan, Didem Akyuz and Erdinc Cakiroglu</span>
<span><br><br></span>
<span>Chapter 8.</span>
<span> Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two Contexts<br><br></span>
<span>Jennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang </span>
<span><br><br></span>
<span>Chapter 9.</span>
<span> Complex Adaptive Model of Algebra Professional Development<br><br></span>
<span>Sarah Smitherman Pratt and Colleen McLean Eddy</span>
<span><br><br></span>
<span>Chapter 10. </span>
<span>Epilogue: Looking Toward the Future of Mathematics Teacher Preparation<br><br></span>
<span>Patrick M. Jenlink</span>
<span><br><br></span>
<span>About the Editor and Authors</span>
<span>Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.</span>
<p><a></a><span>10/27/2020 - CHOICE featured this title in their October 2020 edition of "The Top 75 Community College Titles."</span><a></a><span> Link: <a href="https://www.choice360.org/choice-pick/the-top-75-community-college-titles-october-2020/"><span>https://www.choice360.org/choice-pick/the-top-75-community-college-titles-october-2020/</span></a></span></p>
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