A journey into the vibrant and intriguing world of mathematics education
Teaching Mathematics in Grades 6 – 12 explores how research in mathematics education can inform teaching practice in grades 6-12. The author shows secondary mathematics teachers the value of being a researcher in the classroom by constantly experimenting with methods for developing students′ mathematical thinking and then connecting this research to practices that enhance students′ understanding of the material.
The chapters in Part I introduce secondary teachers to the field of mathematics education with cross-cutting issues that apply to teaching and learning in all mathematics content areas. The chapters in Part II are devoted to specific mathematics content strands and describe how students think about mathematical concepts. The goal of the text is to have secondary math teachers gain a deeper understanding of the types of mathematical knowledge their students bring to grade 6 – 12 classrooms, and how students′ thinking may develop in response to different teaching strategies.
สารบัญ
Preface
Acknowledgments
Part I. Introduction to Teaching and Learning Mathematics
1. Introduction to the Field of Mathematics Education
2. Key Psychological Ideas and Research Findings in Mathematics Education
3. Planning Mathematics Lessons
4. Mathematics Curriculum Models and Techniques
5. Implementing and Assessing Mathematics Lessons and Curricula
6. Becoming a Professional Mathematics Teacher
Part II. Developing and Teaching Mathematical Thinking
7. Developing Students′ Thinking in Number and Operations
8. Developing Students′ Algebraic Thinking
9. Developing Students′ Statistical and Probabilistic Thinking
10. Developing Students′ Geometric Thinking
11. Developing Students′ Thinking in Advanced Placement Courses
Appendices
References
Glossary
Index
About the Author
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Randall E. Groth is an Associate Professor at Salisbury University. He brings to the book the experience of a former secondary school mathematics teacher, a current supervisor of student teachers, and a university perspective as secondary-level mathematics educator. As a former secondary teacher, Groth taught all levels of mathematics from remedial pre-algebra, algebra, and geometry to advanced placement calculus. As a supervisor of student teachers, he has seen firsthand the difficulties prospective teachers have as they enter the profession. As a university faculty member, he has taught mathematics education courses for prospective teachers for the past ten years. Groth has also published over 30 articles in peer-reviewed venues for mathematics education and received a distinguished faculty award as recognition of his strengths in teaching, scholarship, and service.
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