Embracing mathematics: on becoming a teacher and changing with mathematics
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York [u.a.]
Routledge
2008
|
| Edition: | 1. publ. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XXIV, 344 S. graph. Darst. |
| ISBN: | 9780415963855 9780415963848 9780203930243 0415963850 0415963842 020393024x |
Staff View
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| 245 | 1 | 0 | |a Embracing mathematics |b on becoming a teacher and changing with mathematics |c Peter Appelbaum |
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Record in the Search Index
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| adam_text | Brief Contents
PREFACE:
How Can I (Better) Embrace Mathematics?
—
David Scott Allen
xvii
ACKNOWLEDGMENTS: Peter Appelbaum
xxi
ACKNOWLEDGMENTS: David Scott Allen
xxiii
PROLOGUE
—
Peter Appelbaum
1
Response to Prologue: Be a Student of Mathematics Learners
14
CHAPTER
1 :
Planning and Assessment
19
Response to Chapter
1:
Engage Yourself in Meaningful Observation
35
Action Research
1 —
Isaiah
Manželia,
Numbers on Trial
40
Math Worlds
1 :
Reverse Answer to Questions
49
CHAPTER
2:
A Psychoanalytic Perspective
51
Response to Chapter
2:
Ask Yourself to Change
83
Action Research
2 —
Karen
Cipriano,
Flexible Interview Project
86
MathWorlds
2:
Multiple Answers
89
CHAPTER
3:
You Are a Mathematician
91
Response to Chapter
3:
Explore the Vastness of Mathematics
122
Action Research
3 —
Karen
Cipriano,
Mathematics Journals
127
MathWorlds
3:
Reading and Writing Mathematics
129
CHAPTER
4:
Critical Thinkers Thinking Critically
130
Response to Chapter
4:
It is Critical to Think
146
Action Research
4 —
Ada
Rocchi,
Lesson: World Population and Wealth
148
MathWorlds
4:
Pitching Questions at Various Levels
158
CHAPTER
5:
Consuming Culture: Commodities and Cultural Resources
159
Response to Chapter
5:
Emphasize the Meaning-making of Mathematics
177
Action Research
5 —
Colleen Murphy, A School-wide Survey
180
MathWorlds
5:
Turning Puzzles into Problems or Exercises
184
CHAPTER
6:
Metaphors for the Classroom Space
187
Response to Chapter
6:
Take Ownership of your Classroom Space
212
Action Research
6 —
Kristen
laccio,
Linking Mathematics to Social Issues
216
MathWorlds
6:
Same Math, Different Metaphors
223
CHAPTER
7:
Places where People Learn Mathematics
225
Response to Chapter
7:
The Classroom is Always Changing
245
Action Research
7 —
Petal Sumner, Empowering Students Who Don t Learn
248
CHAPTER
8:
When Students Don t Learn
253
Response to Chapter
8:
We Are All Students
282
EPILOGUE: Becoming a Teacher and Changing with Mathematics
286
AFTERWORD: What will You Write in Your Chapter?
296
APPENDICES
1.
Infrastructure for a Unit
298
2.
Criteria for Working as a Mathematician
300
3.
Mathematician s Notebook
—
Checkpoint
304
4.
Polya Was a Mathematician
Songsheet 305
5.
Taking Action
306
6.
MathWorlds Hints and Comments
—
Bernadette
Bacino
310
BIBLIOGRAPHY
331
NAME INDEX
338
SUBJECT INDEX
341
|
| adam_txt |
Brief Contents
PREFACE:
How Can I (Better) Embrace Mathematics?
—
David Scott Allen
xvii
ACKNOWLEDGMENTS: Peter Appelbaum
xxi
ACKNOWLEDGMENTS: David Scott Allen
xxiii
PROLOGUE
—
Peter Appelbaum
1
Response to Prologue: Be a Student of Mathematics Learners
14
CHAPTER
1 :
Planning and Assessment
19
Response to Chapter
1:
Engage Yourself in Meaningful Observation
35
Action Research
1 —
Isaiah
Manželia,
Numbers on Trial
40
Math Worlds
1 :
Reverse Answer to Questions
49
CHAPTER
2:
A Psychoanalytic Perspective
51
Response to Chapter
2:
Ask Yourself to Change
83
Action Research
2 —
Karen
Cipriano,
Flexible Interview Project
86
MathWorlds
2:
Multiple Answers
89
CHAPTER
3:
You Are a Mathematician
91
Response to Chapter
3:
Explore the Vastness of Mathematics
122
Action Research
3 —
Karen
Cipriano,
Mathematics Journals
127
MathWorlds
3:
Reading and Writing Mathematics
129
CHAPTER
4:
Critical Thinkers Thinking Critically
130
Response to Chapter
4:
It is Critical to Think
146
Action Research
4 —
Ada
Rocchi,
Lesson: World Population and Wealth
148
MathWorlds
4:
Pitching Questions at Various Levels
158
CHAPTER
5:
Consuming Culture: Commodities and Cultural Resources
159
Response to Chapter
5:
Emphasize the Meaning-making of Mathematics
177
Action Research
5 —
Colleen Murphy, A School-wide Survey
180
MathWorlds
5:
Turning "Puzzles" into "Problems" or "Exercises"
184
CHAPTER
6:
Metaphors for the Classroom Space
187
Response to Chapter
6:
Take Ownership of your Classroom Space
212
Action Research
6 —
Kristen
laccio,
Linking Mathematics to Social Issues
216
MathWorlds
6:
Same Math, Different Metaphors
223
CHAPTER
7:
Places where People Learn Mathematics
225
Response to Chapter
7:
The Classroom is Always Changing
245
Action Research
7 —
Petal Sumner, Empowering Students Who Don't Learn
248
CHAPTER
8:
When Students Don't Learn
253
Response to Chapter
8:
We Are All Students
282
EPILOGUE: Becoming a Teacher and Changing with Mathematics
286
AFTERWORD: What will You Write in Your Chapter?
296
APPENDICES
1.
Infrastructure for a Unit
298
2.
Criteria for Working as a Mathematician
300
3.
Mathematician's Notebook
—
Checkpoint
304
4.
"Polya Was a Mathematician"
Songsheet 305
5.
Taking Action
306
6.
MathWorlds Hints and Comments
—
Bernadette
Bacino
310
BIBLIOGRAPHY
331
NAME INDEX
338
SUBJECT INDEX
341 |
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| spelling | Appelbaum, Peter Michael Verfasser aut Embracing mathematics on becoming a teacher and changing with mathematics Peter Appelbaum 1. publ. New York [u.a.] Routledge 2008 XXIV, 344 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Mathematik Mathematics teachers Psychology Mathematics Study and teaching Evaluation Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Mathematikunterricht (DE-588)4037949-8 s b DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016593313&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Appelbaum, Peter Michael Embracing mathematics on becoming a teacher and changing with mathematics Mathematik Mathematics teachers Psychology Mathematics Study and teaching Evaluation Mathematikunterricht (DE-588)4037949-8 gnd |
| subject_GND | (DE-588)4037949-8 (DE-588)4143413-4 |
| title | Embracing mathematics on becoming a teacher and changing with mathematics |
| title_auth | Embracing mathematics on becoming a teacher and changing with mathematics |
| title_exact_search | Embracing mathematics on becoming a teacher and changing with mathematics |
| title_exact_search_txtP | Embracing mathematics on becoming a teacher and changing with mathematics |
| title_full | Embracing mathematics on becoming a teacher and changing with mathematics Peter Appelbaum |
| title_fullStr | Embracing mathematics on becoming a teacher and changing with mathematics Peter Appelbaum |
| title_full_unstemmed | Embracing mathematics on becoming a teacher and changing with mathematics Peter Appelbaum |
| title_short | Embracing mathematics |
| title_sort | embracing mathematics on becoming a teacher and changing with mathematics |
| title_sub | on becoming a teacher and changing with mathematics |
| topic | Mathematik Mathematics teachers Psychology Mathematics Study and teaching Evaluation Mathematikunterricht (DE-588)4037949-8 gnd |
| topic_facet | Mathematik Mathematics teachers Psychology Mathematics Study and teaching Evaluation Mathematikunterricht Aufsatzsammlung |
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