Learning To Redefine Good At Math
DOWNLOAD
Download Learning To Redefine Good At Math PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Learning To Redefine Good At Math book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages. If the content not found or just blank you must refresh this page
Learning To Redefine Good At Math
DOWNLOAD
Author : NICOLE L. LOUIE
language : en
Publisher:
Release Date : 2015
Learning To Redefine Good At Math written by NICOLE L. LOUIE and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
What does it mean to be "good at math"? Traditionally, schools have valued getting the right answer quickly--a perspective that excludes important aspects of mathematics, as well as many students. This multi-site case study investigates how teachers work together to redefine mathematics and mathematical competence. The study involved more than a year of ethnographic observations and interviews at two diverse urban high schools on the West Coast of the United States, where teachers expressed strong commitments to serving all students, especially students from non-dominant backgrounds. The dissertation tells a complex story of teacher learning, as viewed through the lenses of classroom instruction (Chapter 2), collegial conversation (Chapter 3), and the organization of teachers' professional support networks (Chapter 4). Drawing on scholarship that takes learning as a negotiation of meaning through engagement in social practices (Vygotsky, 1986; Wenger, 1998; Saxe, 2012), the dissertation examines the relationships between extra-local systems of meaning and moment-to-moment interactions. Extending beyond prior work, the dissertation elucidates the negotiation of intensely conflicting meanings--namely, culturally dominant definitions of mathematics as a discipline, students as learners, and teachers as professionals, and non-dominant definitions that attempt to expand both teachers' and students' opportunities to engage with rich, challenging, and rewarding learning experiences. In each of the contexts studied, navigating tensions between dominant, restrictive meanings and non-dominant, expansive meanings was a challenge for all of the teachers. Dominant discourses frame mathematical activity as consisting primarily of computation and memorization; mathematical ability as innate, fixed, and distributed along a bell-shaped curve; and the work of teaching as private, autonomous, and grounded in personal style and preference. In contrast, equity- and reform-oriented discourses frame mathematical activity as inclusive of a wide variety of skills and practices; position all students as capable learners; and position teachers as learners who benefit from ongoing collaboration and support. Dominant discourses are restrictive: they limit students' opportunities to learn rich mathematics and teachers' opportunities to negotiate equity- and reform-oriented shifts in their practice. But as teachers engage with non-dominant meanings that potentially expand learning opportunities, commonsense meanings do not simply disappear. Rather, they interact with non-dominant meanings in messy and complex ways that require careful study in order to understand how and what teachers learn. The theme of negotiating meaning is laid out in Chapter 1, with a discussion of the dissertation's underlying theoretical perspective. Research sites are introduced; the dissertation's structure is presented; and major findings and contributions are highlighted. Chapter 2, "(Re)Framing Mathematical Competence in Everyday Instruction: Struggles and Successes of Equity-Oriented Teachers," examines tensions and contradictions in teachers' classroom practice. It shows that despite the best intentions of the teachers in this study, many of their efforts to support all students position some students as capable of engaging with challenging mathematics and others as just the opposite. Conversely, teacher moves that are counterintuitive within dominant frames of teaching, employed by two of the teachers in the study, are shown to expand students' opportunities to develop positive mathematical identities. The chapter thus contributes to conversations about what equitable mathematics instruction looks like, while illuminating obstacles--cultural as well as technical--that teachers face as they attempt to enact classroom practices that support all students. Chapter 3, "Tensions in Equity- and Reform-Oriented Learning in Teachers' Collaborative Conversations," examines how collaborative conversations open up and close down opportunities for teachers to navigate the tensions between restrictive and expansive discourses of mathematical competence, through close analysis of a 9 1/2-minute segment of a routine meeting of mathematics teachers. Although the group appeared to be an ideal professional learning community in many ways, and the focal interaction and others like it were generative in a number of respects, teacher talk enacted both restrictive and expansive discourses. The existence of tensions between these discourses presented opportunities for the teachers to negotiate non-dominant meanings for themselves, i.e., to learn; but the ways that teachers framed their own collaborative work interfered with these opportunities. By highlighting conversational norms that impede collaborative learning, the chapter contributes to the field's understanding of the challenges of equity- and reform-oriented learning in teachers' professional communities. Ways of supporting teachers to negotiate expansive meanings are examined in Chapter 4, "Supporting Teachers' Equity-Oriented Learning and Identities: A Resource-Centered Perspective." The chapter investigates two cases of ongoing teacher engagement with non-dominant practice and two cases of relative disengagement, illustrating how various resources come together to support teachers' learning and identity development (or not). Four types of resources are found to be critical, and learning and identity processes are shown to intertwine in mutually informing ways as teachers interact with these different resources. In elucidating both challenges and supports associated with making sense of non-dominant meanings, this dissertation contributes to the field's understanding of equity- and reform-oriented teacher learning and why it is so difficult. It also points to ways that the contexts in which teachers work might be constructed to support their engagement with non-dominant, expansive meanings, so that they can support all of their students to engage with rich, challenging mathematics and to develop identities as powerful learners and doers of mathematics.
Learning To Love Math
DOWNLOAD
Author : Judy Willis
language : en
Publisher: ASCD
Release Date : 2010-09-09
Learning To Love Math written by Judy Willis and has been published by ASCD this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-09-09 with Education categories.
Is there a way to get students to love math? Dr. Judy Willis responds with an emphatic yes in this informative guide to getting better results in math class. Tapping into abundant research on how the brain works, Willis presents a practical approach for how we can improve academic results by demonstrating certain behaviors and teaching students in a way that minimizes negativity. With a straightforward and accessible style, Willis shares the knowledge and experience she has gained through her dual careers as a math teacher and a neurologist. In addition to learning basic brain anatomy and function, readers will learn how to * Improve deep-seated negative attitudes toward math. * Plan lessons with the goal of "achievable challenge" in mind. * Reduce mistake anxiety with techniques such as errorless math and estimation. * Teach to different individual learning strengths and skill levels. * Spark motivation. * Relate math to students' personal interests and goals. * Support students in setting short-term and long-term goals. * Convince students that they can change their intelligence. With dozens of strategies teachers can use right now, Learning to Love Math puts the power of research directly into the hands of educators. A Brain Owner's Manual, which dives deeper into the structure and function of the brain, is also included—providing a clear explanation of how memories are formed and how skills are learned. With informed teachers guiding them, students will discover that they can build a better brain . . . and learn to love math!
Redefining Education In The Twenty First Century
DOWNLOAD
Author : Dennis Adams
language : en
Publisher: Charles C Thomas Publisher
Release Date : 2005
Redefining Education In The Twenty First Century written by Dennis Adams and has been published by Charles C Thomas Publisher this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Education categories.
The comprehensiveness and detailed presentation of this book will deepen the collective conversation, challenge thinking, and give up-to-date tools that may be used today."--BOOK JACKET.
A Call For Change
DOWNLOAD
Author : Mathematical Association of America. Committee on the Mathematical Education of Teachers
language : en
Publisher: MAA Press
Release Date : 1991
A Call For Change written by Mathematical Association of America. Committee on the Mathematical Education of Teachers and has been published by MAA Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1991 with Mathematics categories.
How can the teaching and learning of mathematics in schools better prepare students for the future? Changes in the way teachers learn and teach mathematics are recommended. A Call for Change, a new MAA report, offers a set of recommendations that come from a vision of ideal mathematics teachers in classrooms of the 1990s and beyond. The report describes the collegiate mathematical experiences that a teacher needs in order to meet this vision.
Mathematical Mindsets
DOWNLOAD
Author : Jo Boaler
language : en
Publisher: John Wiley & Sons
Release Date : 2015-10-12
Mathematical Mindsets written by Jo Boaler and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-10-12 with Education categories.
Banish math anxiety and give students of all ages a clear roadmap to success Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler—Stanford researcher, professor of math education, and expert on math learning—has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students. There is a clear gap between what research has shown to work in teaching math and what happens in schools and at home. This book bridges that gap by turning research findings into practical activities and advice. Boaler translates Carol Dweck's concept of 'mindset' into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all. Mathematical Mindsets: Explains how the brain processes mathematics learning Reveals how to turn mistakes and struggles into valuable learning experiences Provides examples of rich mathematical activities to replace rote learning Explains ways to give students a positive math mindset Gives examples of how assessment and grading policies need to change to support real understanding Scores of students hate and fear math, so they end up leaving school without an understanding of basic mathematical concepts. Their evasion and departure hinders math-related pathways and STEM career opportunities. Research has shown very clear methods to change this phenomena, but the information has been confined to research journals—until now. Mathematical Mindsets provides a proven, practical roadmap to mathematics success for any student at any age.
Professional Learning Redefined
DOWNLOAD
Author : Isabel Sawyer
language : en
Publisher: Corwin Press
Release Date : 2019-02-16
Professional Learning Redefined written by Isabel Sawyer and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-02-16 with Education categories.
You’ve just found your new comprehensive guide to designing powerful professional learning! Full of protocols, vignettes, and case studies, this book dissects elements of professional learning, like coherence, connections, and content, and examines each through an evidence-based lens. Destined to become a go-to resource for anyone in a teacher-support role, this book analyzes research from the past 25 years on what makes professional learning work. In addition to focusing on the often-neglected role of the facilitator itself, other features include: A multi-year implementation framework to improve instructional practice Planning tools to shift instruction at the school and district level Techniques and strategies to embed content-based learning for all educators
A Gebra Named Al
DOWNLOAD
Author : Wendy Isdell
language : en
Publisher: Lulu.com
Release Date : 2017-05-22
A Gebra Named Al written by Wendy Isdell and has been published by Lulu.com this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-05-22 with Fiction categories.
Trouble with her algebra homework leads Julie through a mysterious portal into the Land of Mathematics, where a zebra-like Imaginary Number and creatures representing Periodic Elements help her learn about math and chemistry in order to get home.
Redefining Smart
DOWNLOAD
Author : Thom Markham
language : en
Publisher: Corwin Press
Release Date : 2015-05-27
Redefining Smart written by Thom Markham and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-05-27 with Education categories.
Equip Your Students To Create Their Own Intellectual Destiny! The best teachers are the ones who can empower students to ask intelligent questions and persistently seek the answers. In this book you’ll find a proven, detailed method for how to do this, by learning: A groundbreaking new approach to content delivery and instruction, geared towards maximizing student discovery, deep thought, exploration and creativity Why educators must let go of student IQ as a concept that influences teaching methods in any way How to create a protocol-driven environment that fosters deep sharing and reflection
Learning To Change The World
DOWNLOAD
Author : Charles Kane
language : en
Publisher: St. Martin's Press
Release Date : 2012-12-11
Learning To Change The World written by Charles Kane and has been published by St. Martin's Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-12-11 with Business & Economics categories.
UNESCO estimates that eleven percent of primary school–age children—seventy-two million worldwide—are not enrolled in or attending school. Children who do attend may find themselves in schools that lack adequate space, facilities, or resources—impossible situations for learning. It is against this backdrop of profound need that One Laptop per Child (OLPC) emerged in 2005. The mission of the organization is to "empower the children of developing countries to learn." They created the first affordable netbook specifically built to withstand harsh climates and the handling of young children—the bright green and white XO. At the 2005 World Economic Forum, Nicholas Negroponte, the MIT researcher who co-founded the Media Lab and OLPC, introduced the XO laptop to the world and described a new approach to changing education in developing countries. First, children must have access to information (through low-cost data communications) and the tools to educate themselves (affordable computers and learning software). Secondly, the fundamental approach to education must shift from passive knowledge acquisition to active construction of knowledge (learning how to learn). Thirdly, OLPC planned to build an organization with the capability to deliver these computers and support these shifts globally. It was an audacious vision of how to bring about a massive educational change. Learning to Change the World is the story of One Laptop per Child—a story that will resonate with entrepreneurs and social innovators in any field. OLPC is an example of a non-profit organization with aspirations for systemic change on a global scale, yet wrestling with tough questions that will be familiar to any social entrepreneur: how to ensure market forces support the scale up of a social program; how to balance the need to repeat past successes but still leave room for innovation; how to leverage a network to expand impact beyond your original capabilities; and how to help people without creating dependence. The authors set out to tell the real story of their journey—both successes and failures. For both ardent supporters and critics alike, this book presents both an invitation and a challenge: to set aside preconceived notions about OLPC and read the inside story of the origins and evolution of the organization.
Mathematics Classrooms That Promote Understanding
DOWNLOAD
Author : Elizabeth Fennema
language : en
Publisher: Routledge
Release Date : 1999-04-01
Mathematics Classrooms That Promote Understanding written by Elizabeth Fennema and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999-04-01 with Education categories.
Mathematics Classrooms That Promote Understanding synthesizes the implications of research done by the National Center for Research in Mathematical Sciences on integrating two somewhat diverse bodies of scholarly inquiry: the study of teaching and the study of learning mathematics. This research was organized around content domains and/or continuing issues of education, such as equity and assessment of learning, and was guided by two common goals--defining the mathematics content of the K-12 curriculum in light of the changing mathematical needs of citizens for the 21st century, and identifying common components of classrooms that enable students to learn the redefined mathematics with understanding. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established and/or studied. This volume reports and discusses the findings which grew out of this research, and subsequent papers and discussions among the scholars engaged in the endeavor. Section I, "Setting the Stage," focuses on three major threads: What mathematics should be taught; how we should define and increase students' understanding of that mathematics; and how learning with understanding can be facilitated for all students. Section II, "Classrooms That Promote Understanding," includes vignettes from diverse classrooms that illustrate classroom discourse, student work, and student engagement in the mathematics described in Chapter 1 as well as the mental activities described in Chapter 2. These chapters also illustrate how teachers deal with the equity concerns described in Chapter 3. Section III addresses "Developing Classrooms That Promote Understanding." The knowledge of the teaching/learning process gained from the research reported in this volume is a necessary prerequisite for implementing the revisions called for in the current reform movement. The classrooms described show that innovative reform in teaching and learning mathematics is possible. Unlike many volumes reporting research, this book is written at a level appropriate for master's degree students. Very few references are included in the chapters themselves; instead, each chapter includes a short annotated list of articles for expanded reading which provides the scholarly basis and research substantiation for this volume.