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Studies in Mathematical Thinking and Learning Ser.: Experiencing School Mathematics : Traditional and Reform Approaches to Teaching and Their Impact on Student Learning, Revised and Expanded Edition by Jo Boaler (2002, Uk-B Format Paperback)
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About this product
Product Identifiers
PublisherRoutledge
ISBN-100805840052
ISBN-139780805840056
eBay Product ID (ePID)2219268
Product Key Features
Number of Pages224 Pages
LanguageEnglish
Publication NameExperiencing School Mathematics : Traditional and Reform Approaches to Teaching and Their Impact on Student Learning, Revised and Expanded Edition
Publication Year2002
SubjectGeneral, Teaching Methods & Materials / Mathematics
TypeTextbook
AuthorJo Boaler
Subject AreaEducation
SeriesStudies in Mathematical Thinking and Learning Ser.
FormatUk-B Format Paperback
Dimensions
Item Height0.5 in
Item Weight12.8 Oz
Item Length9.1 in
Item Width5.9 in
Additional Product Features
Edition Number2
Intended AudienceScholarly & Professional
LCCN2002-017921
IllustratedYes
Edition DescriptionRevised edition,Expanded
Table Of ContentContents: A.H. Schoenfeld, Foreword. Preface. Introduction. The Schools, Students, and Research Methods. An Introduction to Amber Hill and Phoenix Park Schools. Amber Hill Mathematics: Experiences and Reflections. Phoenix Park Mathematics: Experiences and Reflections. Finding Out What They Could Do. Exploring the Differences. Knowledge, Beliefs, and Mathematical Identities. Girls, Boys, and Learning Styles. Ability Grouping, Equity, and Survival of the Quickest. Looking to the Future.
SynopsisNORTH AMERICAN RIGHTS ONLY: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, (c) Jo Boaler. This revised edition is for sale in North America only. The first book to provide direct evidence for the effectiveness of traditional and reform-oriented teaching methods, Experiencing School Mathematics reports on careful and extensive case studies of two schools that taught mathematics in totally different ways. Three hundred students were followed over three years, providing an unusual and important range of data, including observations, interviews, questionnaires, and assessments, to show the ways students' beliefs and understandings were shaped by the different approaches to mathematics teaching. The interviews that are reproduced in the book give compelling insights into what it meant to be a student in the classrooms of the two schools. Questions are raised about and new evidence is provided for: * the ways in which "traditional" and "reform oriented" mathematics teaching approaches can impact student attitude, beliefs, and achievement; *the effectiveness of different teaching methods in preparing students for the demands of the "real world" and the 21st century; *the impact of tracking and heterogeneous ability grouping; and *gender and teaching styles--the potential of different teaching approaches for the attainment of equity. The book draws some radical new conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings. This edition has been revised for the North American market to show the relevance of the study results in light of the U.S. reform movement, the "math wars" and debates about teachers, assessment, and tracking. The details of the study have been rewritten for an American audience and the results are compared with research conducted in the U.S. This is an important volume for mathematics teachers and researchers, education policymakers, and for students in mathematics education courses. NOTE: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, (c) Jo Boaler. This revised edition is for sale in North America only., NORTH AMERICAN RIGHTS ONLY: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, © Jo Boaler. This revised edition is for sale in North America only. The first book to provide direct evidence for the effectiveness of traditional and reform-oriented teaching methods, Experiencing School Mathematics reports on careful and extensive case studies of two schools that taught mathematics in totally different ways. Three hundred students were followed over three years, providing an unusual and important range of data, including observations, interviews, questionnaires, and assessments, to show the ways students' beliefs and understandings were shaped by the different approaches to mathematics teaching. The interviews that are reproduced in the book give compelling insights into what it meant to be a student in the classrooms of the two schools. Questions are raised about and new evidence is provided for: * the ways in which "traditional" and "reform oriented" mathematics teaching approaches can impact student attitude, beliefs, and achievement; *the effectiveness of different teaching methods in preparing students for the demands of the "real world" and the 21st century; *the impact of tracking and heterogeneous ability grouping; and *gender and teaching styles--the potential of different teaching approaches for the attainment of equity. The book draws some radical new conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings. This edition has been revised for the North American market to show the relevance of the study results in light of the U.S. reform movement, the "math wars" and debates about teachers, assessment, and tracking. The details of the study have been rewritten for an American audience and the results are compared with research conducted in the U.S. This is an important volume for mathematics teachers and researchers, education policymakers, and for students in mathematics education courses. NOTE: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, © Jo Boaler. This revised edition is for sale in North America only., Revised and expanded edition for the North American market (first edition published in 1997 by Open University Press). The first book to provide direct evidence for the relative effectiveness of "traditional" and "reform" teaching methods in mathematics.
LC Classification NumberQA11.2.B63 2002
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