Being alongside :: for the teaching and learning of mathematics /
How do you establish a classroom culture in which students routinely conjecture and think mathematically? How do you establish a way of working with teachers, using video, in which discussion supports professional development? The present book offers answers to these questions through an in depth (e...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam ; Boston :
SensePublishers,
©2013.
|
| Schriftenreihe: | Other Books.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | How do you establish a classroom culture in which students routinely conjecture and think mathematically? How do you establish a way of working with teachers, using video, in which discussion supports professional development? The present book offers answers to these questions through an in depth (enactivist) study of one exceptional teacher in one innovative mathematics department in the UK. The book reveals some striking parallels between working to support students' mathematical thinking and working to support teacher learning. A case is made for the importance of metacommunication in both contexts - communication about the communications that are occurring. For example, there is compelling evidence from a classroom that metacommunication, linked to the words 'conjecture' and 'becoming a mathematician', supports student metacognition and mathematical thinking. In working with teachers or students, offering these powerful metacommunications seems to require a heightened listening. With a heightened listening, attention is placed not just in what is said, but in what kind of a thing is said, with the teacher or facilitator being alongside the individuals in the wider group. "Read this book if you're a teacher for insights into how one teacher establishes a classroom culture where her children are doing mathematics, 'being mathematicians' and reflect on what you want in your own classroom. Read this book if you're a teacher educator to reflect on parallels between teaching and running professional development sessions, particularly using video. If you do not fit in either of these categories, read this book and use stories in your life."--Laurinda Brown, University of Bristol |
| Beschreibung: | 1 online resource. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789462092129 9462092125 9462092117 9789462092112 9462092109 9789462092105 |
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| 505 | 0 | 0 | |t Part One. |t Introduction -- |t Enactivism -- |t A Cyclical Enquiry -- |g Part Two. |t On Using Video -- |t On Teacher Learning -- |t Re-Looking at Teacher Discussions -- |g Part Three. |t On Metacognition -- |t The Story of Teacher a -- |t Heightened Listening -- |g Part Four. |t Conclusion. |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a How do you establish a classroom culture in which students routinely conjecture and think mathematically? How do you establish a way of working with teachers, using video, in which discussion supports professional development? The present book offers answers to these questions through an in depth (enactivist) study of one exceptional teacher in one innovative mathematics department in the UK. The book reveals some striking parallels between working to support students' mathematical thinking and working to support teacher learning. A case is made for the importance of metacommunication in both contexts - communication about the communications that are occurring. For example, there is compelling evidence from a classroom that metacommunication, linked to the words 'conjecture' and 'becoming a mathematician', supports student metacognition and mathematical thinking. In working with teachers or students, offering these powerful metacommunications seems to require a heightened listening. With a heightened listening, attention is placed not just in what is said, but in what kind of a thing is said, with the teacher or facilitator being alongside the individuals in the wider group. "Read this book if you're a teacher for insights into how one teacher establishes a classroom culture where her children are doing mathematics, 'being mathematicians' and reflect on what you want in your own classroom. Read this book if you're a teacher educator to reflect on parallels between teaching and running professional development sessions, particularly using video. If you do not fit in either of these categories, read this book and use stories in your life."--Laurinda Brown, University of Bristol | ||
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| _version_ | 1816797223528169472 |
| adam_text | |
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| author | Coles, Alf |
| author_GND | http://id.loc.gov/authorities/names/n2012072369 |
| author_facet | Coles, Alf |
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| callnumber-raw | QA14.G7 .C65 2013 |
| callnumber-search | QA14.G7 .C65 2013 |
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| callnumber-subject | QA - Mathematics |
| collection | ZDB-4-EDU |
| contents | Part One. Introduction -- Enactivism -- A Cyclical Enquiry -- On Using Video -- On Teacher Learning -- Re-Looking at Teacher Discussions -- On Metacognition -- The Story of Teacher a -- Heightened Listening -- Conclusion. |
| ctrlnum | (OCoLC)848712492 |
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| dewey-ones | 510 - Mathematics |
| dewey-raw | 510.71 |
| dewey-search | 510.71 |
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| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| format | Electronic eBook |
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"><subfield code="a">text file</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="b">PDF</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Other Books</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="t">Part One.</subfield><subfield code="t">Introduction --</subfield><subfield code="t">Enactivism --</subfield><subfield code="t">A Cyclical Enquiry --</subfield><subfield code="g">Part Two.</subfield><subfield code="t">On Using Video --</subfield><subfield code="t">On Teacher Learning --</subfield><subfield code="t">Re-Looking at Teacher Discussions --</subfield><subfield code="g">Part Three.</subfield><subfield code="t">On Metacognition --</subfield><subfield code="t">The Story of Teacher a --</subfield><subfield code="t">Heightened Listening --</subfield><subfield code="g">Part Four.</subfield><subfield code="t">Conclusion.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">How do you establish a classroom culture in which students routinely conjecture and think mathematically? How do you establish a way of working with teachers, using video, in which discussion supports professional development? The present book offers answers to these questions through an in depth (enactivist) study of one exceptional teacher in one innovative mathematics department in the UK. The book reveals some striking parallels between working to support students' mathematical thinking and working to support teacher learning. A case is made for the importance of metacommunication in both contexts - communication about the communications that are occurring. For example, there is compelling evidence from a classroom that metacommunication, linked to the words 'conjecture' and 'becoming a mathematician', supports student metacognition and mathematical thinking. In working with teachers or students, offering these powerful metacommunications seems to require a heightened listening. With a heightened listening, attention is placed not just in what is said, but in what kind of a thing is said, with the teacher or facilitator being alongside the individuals in the wider group. "Read this book if you're a teacher for insights into how one teacher establishes a classroom culture where her children are doing mathematics, 'being mathematicians' and reflect on what you want in your own classroom. Read this book if you're a teacher educator to reflect on parallels between teaching and running professional development sessions, particularly using video. 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| geographic | Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP |
| geographic_facet | Great Britain |
| id | ZDB-4-EDU-ocn848712492 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:10Z |
| institution | BVB |
| isbn | 9789462092129 9462092125 9462092117 9789462092112 9462092109 9789462092105 |
| language | English |
| oclc_num | 848712492 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource. |
| psigel | ZDB-4-EDU |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | SensePublishers, |
| record_format | marc |
| series | Other Books. |
| series2 | Other Books |
| spelling | Coles, Alf. http://id.loc.gov/authorities/names/n2012072369 Being alongside : for the teaching and learning of mathematics / Alf Coles. Rotterdam ; Boston : SensePublishers, ©2013. 1 online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Other Books Part One. Introduction -- Enactivism -- A Cyclical Enquiry -- Part Two. On Using Video -- On Teacher Learning -- Re-Looking at Teacher Discussions -- Part Three. On Metacognition -- The Story of Teacher a -- Heightened Listening -- Part Four. Conclusion. Includes bibliographical references and index. How do you establish a classroom culture in which students routinely conjecture and think mathematically? How do you establish a way of working with teachers, using video, in which discussion supports professional development? The present book offers answers to these questions through an in depth (enactivist) study of one exceptional teacher in one innovative mathematics department in the UK. The book reveals some striking parallels between working to support students' mathematical thinking and working to support teacher learning. A case is made for the importance of metacommunication in both contexts - communication about the communications that are occurring. For example, there is compelling evidence from a classroom that metacommunication, linked to the words 'conjecture' and 'becoming a mathematician', supports student metacognition and mathematical thinking. In working with teachers or students, offering these powerful metacommunications seems to require a heightened listening. With a heightened listening, attention is placed not just in what is said, but in what kind of a thing is said, with the teacher or facilitator being alongside the individuals in the wider group. "Read this book if you're a teacher for insights into how one teacher establishes a classroom culture where her children are doing mathematics, 'being mathematicians' and reflect on what you want in your own classroom. Read this book if you're a teacher educator to reflect on parallels between teaching and running professional development sessions, particularly using video. If you do not fit in either of these categories, read this book and use stories in your life."--Laurinda Brown, University of Bristol English. Mathematics Study and teaching Research Great Britain. Mathématiques Étude et enseignement Recherche Grande-Bretagne. MATHEMATICS Study & Teaching. bisacsh Droit. eclas Sciences sociales. eclas Sciences humaines. eclas Mathematics Study and teaching Research fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP Education. onderwijs Education (General) Onderwijs (algemeen) Print version: Coles, Alf. Being Alongside : For the Teaching and Learning of Mathematics. Dordrecht : Springer, ©2013 Other Books. FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=596958 Volltext |
| spellingShingle | Coles, Alf Being alongside : for the teaching and learning of mathematics / Other Books. Part One. Introduction -- Enactivism -- A Cyclical Enquiry -- On Using Video -- On Teacher Learning -- Re-Looking at Teacher Discussions -- On Metacognition -- The Story of Teacher a -- Heightened Listening -- Conclusion. Mathematics Study and teaching Research Great Britain. Mathématiques Étude et enseignement Recherche Grande-Bretagne. MATHEMATICS Study & Teaching. bisacsh Droit. eclas Sciences sociales. eclas Sciences humaines. eclas Mathematics Study and teaching Research fast |
| title | Being alongside : for the teaching and learning of mathematics / |
| title_alt | Part One. Introduction -- Enactivism -- A Cyclical Enquiry -- On Using Video -- On Teacher Learning -- Re-Looking at Teacher Discussions -- On Metacognition -- The Story of Teacher a -- Heightened Listening -- Conclusion. |
| title_auth | Being alongside : for the teaching and learning of mathematics / |
| title_exact_search | Being alongside : for the teaching and learning of mathematics / |
| title_full | Being alongside : for the teaching and learning of mathematics / Alf Coles. |
| title_fullStr | Being alongside : for the teaching and learning of mathematics / Alf Coles. |
| title_full_unstemmed | Being alongside : for the teaching and learning of mathematics / Alf Coles. |
| title_short | Being alongside : |
| title_sort | being alongside for the teaching and learning of mathematics |
| title_sub | for the teaching and learning of mathematics / |
| topic | Mathematics Study and teaching Research Great Britain. Mathématiques Étude et enseignement Recherche Grande-Bretagne. MATHEMATICS Study & Teaching. bisacsh Droit. eclas Sciences sociales. eclas Sciences humaines. eclas Mathematics Study and teaching Research fast |
| topic_facet | Mathematics Study and teaching Research Great Britain. Mathématiques Étude et enseignement Recherche Grande-Bretagne. MATHEMATICS Study & Teaching. Droit. Sciences sociales. Sciences humaines. Mathematics Study and teaching Research Great Britain |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=596958 |
| work_keys_str_mv | AT colesalf beingalongsidefortheteachingandlearningofmathematics |