Beyond Classical Pedagogy
The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students'...
Sábháilte in:
| Formáid: | Online |
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| Teanga: | Béarla |
| Foilsithe / Cruthaithe: |
Taylor & Francis
2024
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| Ábhair: | |
| Rochtain ar líne: | ONIX_20241025_9781410612335_21 |
| Clibeanna: |
Níl clibeanna ann, Bí ar an gcéad duine le clib a chur leis an taifead seo!
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| _version_ | 1869516217737281536 |
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| collection | Directory of Open Access Books |
| description | The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students' learning, but there is still little knowledge about the alternative forms of instruction that have evolved from the recent widespread efforts to reform mathematics education. Beyond Classical Pedagogy: Teaching Elementary School Mathematics reports on the current state of knowledge about these new instructional practices, which differ in significant ways from the traditional pedagogy that has permeated mathematics education in the past. This book provides a research-based view of the nature of facilitative teaching in its relatively mature form, along with opposing views and critique of this form of pedagogy. The focus is on elementary school mathematics classrooms, where the majority of the reform-based efforts have occurred, and on the micro level of teaching (classroom interaction) as a source for revealing the complexity involved in teaching, teachers' learning, and the impact of both on children's learning. The work in elementary mathematics teaching is situated in the larger context of research on teaching. Research and insights from three disciplinary perspectives are presented: the psychological perspective centers on facilitative teaching as a process of teachers' learning; the mathematical perspective focuses on the nature of the mathematical knowledge teachers need in order to engage in this form of teaching; the sociological perspective attends to the interactive process of meaning construction as teachers and students create intellectual communities in their classrooms. The multidisciplinary perspectives presented provide the editors with the necessary triangulation to provide confirming evidence and rich detail about the nature of facilitative teaching. Audiences for this book include scholars in mathematics education and teacher education, teacher educators, staff developers, and classroom teachers. It is also appropriate as a text for graduate courses in mathematics education, teacher education, elementary mathematics teaching methods, and methods of research in mathematics education. |
| format | Online |
| id | doab-20.500.12854ir-146866 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1468662025-07-21T15:44:57Z Beyond Classical Pedagogy Wood, Terry Warfield, Janet E. Scott Nelson, Barbara teaching elementary school mathematics children's mathematical thinking instruction knowledge idea Teaching Elementary School Mathematics Hold Children's Mathematical Thinking Mathematics Education Follow Professional Development Education Development Center Mathematical Thinking Mathematical Knowledge Mathematical Ideas NCTM Children's Mathematics Reforming Mathematics Education Mathematics Teacher Development Word Problem CGI Teacher Hypothetical Learning Trajectories Report Ways Children's Mathematical Learning Video Clubs Standard Addition Algorithm Quotitive Division MULTIDIGIT DIVISION Partitive Division Problem Pedagogical Content Knowledge thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students' learning, but there is still little knowledge about the alternative forms of instruction that have evolved from the recent widespread efforts to reform mathematics education. Beyond Classical Pedagogy: Teaching Elementary School Mathematics reports on the current state of knowledge about these new instructional practices, which differ in significant ways from the traditional pedagogy that has permeated mathematics education in the past. This book provides a research-based view of the nature of facilitative teaching in its relatively mature form, along with opposing views and critique of this form of pedagogy. The focus is on elementary school mathematics classrooms, where the majority of the reform-based efforts have occurred, and on the micro level of teaching (classroom interaction) as a source for revealing the complexity involved in teaching, teachers' learning, and the impact of both on children's learning. The work in elementary mathematics teaching is situated in the larger context of research on teaching. Research and insights from three disciplinary perspectives are presented: the psychological perspective centers on facilitative teaching as a process of teachers' learning; the mathematical perspective focuses on the nature of the mathematical knowledge teachers need in order to engage in this form of teaching; the sociological perspective attends to the interactive process of meaning construction as teachers and students create intellectual communities in their classrooms. The multidisciplinary perspectives presented provide the editors with the necessary triangulation to provide confirming evidence and rich detail about the nature of facilitative teaching. Audiences for this book include scholars in mathematics education and teacher education, teacher educators, staff developers, and classroom teachers. It is also appropriate as a text for graduate courses in mathematics education, teacher education, elementary mathematics teaching methods, and methods of research in mathematics education. 2024-10-26T04:16:50Z 2024-10-26T04:16:50Z 2024-10-25T17:41:02Z 2001 book ONIX_20241025_9781410612335_21 https://library.oapen.org/handle/20.500.12657/94109 9781410612335 9780805835700 9780805835717 https://directory.doabooks.org/handle/20.500.12854/146866 eng Studies in Mathematical Thinking and Learning Series open access Taylor & Francis Routledge 10.4324/9781410612335 10.4324/9781410612335 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 Chapter Developing a Professional Vision of Classroom Events 9781410612335 9780805835700 9780805835717 Routledge New York open access |
| spellingShingle | teaching elementary school mathematics children's mathematical thinking instruction knowledge idea Teaching Elementary School Mathematics Hold Children's Mathematical Thinking Mathematics Education Follow Professional Development Education Development Center Mathematical Thinking Mathematical Knowledge Mathematical Ideas NCTM Children's Mathematics Reforming Mathematics Education Mathematics Teacher Development Word Problem CGI Teacher Hypothetical Learning Trajectories Report Ways Children's Mathematical Learning Video Clubs Standard Addition Algorithm Quotitive Division MULTIDIGIT DIVISION Partitive Division Problem Pedagogical Content Knowledge thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject Beyond Classical Pedagogy |
| title | Beyond Classical Pedagogy |
| title_full | Beyond Classical Pedagogy |
| title_fullStr | Beyond Classical Pedagogy |
| title_full_unstemmed | Beyond Classical Pedagogy |
| title_short | Beyond Classical Pedagogy |
| title_sort | beyond classical pedagogy |
| topic | teaching elementary school mathematics children's mathematical thinking instruction knowledge idea Teaching Elementary School Mathematics Hold Children's Mathematical Thinking Mathematics Education Follow Professional Development Education Development Center Mathematical Thinking Mathematical Knowledge Mathematical Ideas NCTM Children's Mathematics Reforming Mathematics Education Mathematics Teacher Development Word Problem CGI Teacher Hypothetical Learning Trajectories Report Ways Children's Mathematical Learning Video Clubs Standard Addition Algorithm Quotitive Division MULTIDIGIT DIVISION Partitive Division Problem Pedagogical Content Knowledge thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject |
| topic_facet | teaching elementary school mathematics children's mathematical thinking instruction knowledge idea Teaching Elementary School Mathematics Hold Children's Mathematical Thinking Mathematics Education Follow Professional Development Education Development Center Mathematical Thinking Mathematical Knowledge Mathematical Ideas NCTM Children's Mathematics Reforming Mathematics Education Mathematics Teacher Development Word Problem CGI Teacher Hypothetical Learning Trajectories Report Ways Children's Mathematical Learning Video Clubs Standard Addition Algorithm Quotitive Division MULTIDIGIT DIVISION Partitive Division Problem Pedagogical Content Knowledge thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject |
| url | ONIX_20241025_9781410612335_21 |