Rethinking School MathematicsSAGE, 21. mai 2007 - 152 sider Why is it that so many pupils are put off by maths, seeing it as uninspiring and irrelevant, and that so many choose to drop it as soon as they can? Why is it socially acceptable to be bad at maths? Does the maths curriculum really prepare pupils for life? This book presents some answers to these questions, helping teachers to think through their own attitudes to teaching and learning, and to work with pupils towards more effective and inspiring mathematical engagement. Part I of the book explores the nature of school mathematics - showing how the curriculum has been developed over the years, and how increasing effort has been devoted to improving the quality of mathematics teaching, with little apparent effect. Part II focuses on ways of thinking about classroom mathematics which take account of social, cultural, political and historical aspects. The chapters bring together a collection of activities, resources and discussion which will help teachers develop new ways of teaching and learning maths. This book will be essential reading for all maths teachers, including maths specialists on initial teacher training courses. |
Andre utgaver - Vis alle
Vanlige uttrykk og setninger
ability grouping activities aims alternative Andrew Wiles applications approaches assessment beginning teachers challenge chapter classroom culture classroom mathematics Cockcroft cohort complex concerned consider context course critique Curriculum 2000 develop DfES discussion ematics education engagement and attainment Ethnomathematics example experience explore Figure focus food miles fractal functional mathematics GCSE golden ratio grade groups Gutstein Heymann ideas impact important interest issues learners learning mathematics learning of mathematics math mathematicians mathematics classrooms mathematics curriculum mathematics education mathematics in school mathematics learning mathematics lessons mathematics teaching ment modelling National Curriculum National Numeracy Strategy Nel Noddings numeracy patterns pedagogy political problem pupils question ratio relevant rethink riculum school mathematics sense skills society spiritual tasks teacher of mathematics teaching and learning teaching mathematics textbook understanding whilst young people’s Zevenbergen
Populære avsnitt
Side 52 - Mathematics teaching at all levels should include opportunities for: • exposition by the teacher; • discussion between teacher and pupils, and between pupils themselves; • appropriate practical work; • consolidation and practice of fundamental skills and routines; • problem solving, including the application of mathematics to everyday situations; • investigational work.
Side 53 - Aim 2: The school curriculum should aim to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life...
Side 128 - mathematical literacy" as an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned, and reflective citizen.
Side 54 - at-homeness' with numbers and an ability to make use of mathematical skills which enables an individual to cope with the practical mathematical demands of his [sic] everyday life. The second is an ability to have some appreciation and understanding of information which is presented in mathematical terms, for instance in graphs, charts or tables or by reference to percentage increase or decrease, (p.
Side 52 - The committee's terms of reference were to consider the teaching of mathematics in primary and secondary schools in England and Wales with particular regard to the mathematics required in further and higher education, employment and adult life generally, and to make recommendations.
Side 13 - ... probably more people really interested in mathematics than in music. Appearances may suggest the contrary, but there are easy explanations. Music can be used to stimulate mass emotion, while mathematics cannot; and musical incapacity is recognized (no doubt rightly) as mildly discreditable, whereas most people are so frightened of the name of mathematics that they are ready, quite unaffectedly, to exaggerate their own mathematical stupidity.
Side 50 - Curriculum, 1988 (revised several times since). However, there are other stated aims in the SMP report with which one feels there would be considerable consensus: • to make school mathematics more exciting and enjoyable; • to impart a knowledge of the nature of mathematics and its uses in the modern world; • to encourage more pupils to pursue further the study...
Side 5 - Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways.
Side 54 - On the other hand, there is the need in the modern world to think quantitatively, to realise how far our problems are problems of degree even when they appear as problems of kind. Statistical ignorance and statistical fallacies are quite as widespread and quite as dangerous as the logical fallacies which come under the heading of illiteracy. The man who is innumerate is cut off from understanding some of the relatively new ways in which the human mind is now most busily at work.
Side 3 - Often with a psychological brutality, which nothing can attenuate, the school institution lays down its final judgements and its verdicts, from which there is no appeal, ranking all students in a unique hierarchy of forms of excellence, nowadays dominated by a single discipline, mathematics.