6 edition of **What does understanding mathematics mean for teachers?** found in the catalog.

What does understanding mathematics mean for teachers?

Yuichi Handa

- 246 Want to read
- 11 Currently reading

Published
**2011** by Routledge in New York .

Written in English

**Edition Notes**

Includes bibliographical references and index.

Statement | Yuichi Handa |

Series | Studies in curriculum theory |

Classifications | |
---|---|

LC Classifications | QA12 .H36 2011 |

The Physical Object | |

Pagination | p. cm. |

ID Numbers | |

Open Library | OL24494668M |

ISBN 10 | 9780415885973, 9780203837436 |

LC Control Number | 2010035096 |

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What Does Understanding Mathematics Mean for Teachers?: Relationship as a Metaphor for Knowing (Studies in Curriculum Theory Series) Synopsis This book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a.

Understanding must be a primary goal for all of the mathematics you teach. Understanding and Doing Mathematics Procedural proficiency—a main focus of mathematics instruction in the past—remains important today, but conceptual understanding is an equally important goal.

Understanding mathematics means you can see patterns. That's the gist of it. Math is much more than numbers and formulas. It's about pattern recognition and proving why such patterns exist. So, if you can factor, then congratulations, you see a pattern and can utilize it.

You've got some understanding of mathematics. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person's connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.

The book does start at the beginning, but it covers a huge swath of mathematics, and is suitable for many years of reading and careful study.

It is intended to describe the spirit and contents of mathematics to the serious and curious, but perhaps uninitiated, and it is as close to being perfect as a book can be. Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States.

Mahwah, NJ: Lawrence Erlbaum. National Council of Teachers of Mathematics. Curriculum and evaluation standards for school mathematics. Reston, VA: Author. Success in mathematics learning requires being positively disposed toward the subject.

Students who are engaged with mathematics do not believe that there is some mysterious “math gene” that dictates success. They believe that with sufficient effort and experience they can learn. If students are to learn, do, and use mathematics effectively.

Get this from a library. What does understanding mathematics mean for teachers?: relationship as a metaphor for knowing. [Yuichi Handa] -- This book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a.

This book is about understanding mathematics. The example given above of Gemma doing some written mathematics was provided by a Key Stage 1 teacher in one of our groups.

It illustrates some key ideas about understanding. First, we can recognize that Gemma does show some degree of understanding of addition, because she makesFile Size: 2MB. Note: Citations are based on reference standards.

However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. It’s Elementary: A Parent’s Guide to K-5 Mathematics.

This book is your all-in-one source for helping you to help your children be successful - and happy - math students. Illustrated with numerous examples of real students’ classroom work, this book shows you how children progress in their mathematical thinking from Kindergarten through.

This book focuses on essential knowledge for teachers about geometry. It is organized around four big ideas, supported by multiple smaller, interconnected ideas—essential understandings. Taking you beyond a simple introduction to geometry, the book will broaden and deepen your mathematical understanding of one of the most challenging topics for students—and teachers.

How does the idea of rate of change connect with simpler ideas about proportionality as well as more advanced topics in calculus. Helping high school students develop a robust understanding of functions requires that teachers understand mathematics deeply. But what does that mean. This book focuses on essential knowledge for teachers about Cited by: This book focuses on essential knowledge for teachers about rational numbers.

It is organized around four big ideas, supported by multiple smaller, interconnected ideas—essential understandings. Taking you beyond a simple introduction to rational numbers, the book will broaden and deepen your mathematical understanding of one of the most. It is a way of sharing ideas and clarifying understanding.

Through communication, ideas become objects of reflection, refinement, discussion, and amendment. The communication process also helps build meaning and permanence for ideas and makes them public (National Council of Teachers of Mathematics [NCTM],p. 60).

Teaching secondary mathematics. 2 Key issue 2: What does it mean to act and be mathematical. What it means to act and be mathematical is an important consideration for teachers. they are likely to develop a more integrated understanding of the mathematics and may also avoid typical difficulties associated with what 3 2 or πr 2 means.

However, it also plays an important role in understanding why things are true—this is especially important in school mathematics where there ought to be a bigger emphasis on "proofs that explain." SMP 4.

Model with mathematics. This is a little like SMP 2 on overdrive. Using mathematics in real life is messy. Mathematician Keith Devlin (email: [email protected]) is the Executive Director of the Center for the Study of Language and Information at Stanford University and The Math Guy on NPR's Weekend 's most recent book, Solving Crimes with Mathematics: THE NUMBERS BEHIND NUMB3RS, is the companion book to the hit television crime series NUMB3RS, and is co-written with.

Since mathematics is a Johnny-come-lately in the human cognitive field, doing math has to come down to taking mental capacities that were acquired by our ancestors over tens or hundreds of thousands of years of evolution, long before what we usually think of as mathematics came along, and using them in a novel way to perform a new trick (or set.

Her book, Reflective Primary Mathematics, tackles the issue of confidence head on by providing prospective math teachers with a detailed roadmap for changing their relationship with math.

Her process includes understanding historical difficulties in learning math, identifying a need for change, becoming aware personal of feelings, attitudes.

This book is a must-read for all mathematics educators, a book that should definitely be on the table in each mathematics office." -- Dr. Daniela Vasile, Head of Mathematics "Wathall is a master at covering all the bases here; this book is bursting with engaging assessment examples, discussion questions, research, and resources that apply /5(6).

This is a magnificent book for laymen who want to know about mathematics. This is a sensational book for amateurs who wish to widen and deepen understanding of mathematics. This is an indispensable book for educators who need to find wonderful examples to inspire children and students. Everyone does not want to miss this/5.

Does Policy Influence Mathematics and Science Teachers’ Participation in Professional Development. by Laura M. Desimone, Thomas M. Smith & Kristie J. Phillips - Background/Context: Recent research has shown the importance of professional development for teacher learning and has documented the qualities that make professional development effective for improved instruction and.

This book focuses on essential knowledge for teachers about geometry. It is organised around four big ideas, supported by multiple smaller, interconnected ideas--essential understandings.

Taking you beyond a simple introduction to geometry, the book will broaden and deepen your mathematical understanding of one of the most challenging topics. Basic mathematics, pre-algebra, geometry, statistics, and algebra skills are what this website will teach you.

It is designed for anyone who needs a basic to advanced understanding of mathematics concepts and operations. Instructions are carefully sequenced to follow a logical order. Concepts are presented in clear, simple terms. This excerpt from High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice gives teachers a chart of instructional strategies for teaching mathematics for social justice.

What does it mean to teach students mathematics for conceptual understanding and procedural fluency. The National Academies (Adding it Up) highlight five strands that supports students to become good math learners.

Students must develop conceptual understanding of mathematics as well as procedural fluency. They also point out that students also need to develop productive dispositions. How Secondary Mathematics Teachers Are Incorporating Literacy reading a book. For examp le, reading in mathematics can be broken down to understanding a the language of mathematics.

Asking a math teacher to teach literacy does not mean that the teacher need to help students understand poetry; the teacher should know how to help the. Deep understanding of the content enables teachers to directly address the specific misunderstandings that students may have.

Such teachers need to be continual learners. Effective pedagogy is the subject of ongoing research and development, and the way to teach and learn mathematics is never static. This book focuses on essential knowledge for teachers about mathematical reasoning. It is organized around one big idea, supported by multiple smaller, interconnected ideas essential you beyond a simple introduction to mathematical reasoning, the book will broaden and deepen your mathematical understanding of one of the Cited by: Forty years ago, Richard Skemp wrote one of the most important articles, in my opinion, about mathematics, and the teaching and learning of mathematics called Relational Understanding and Instrumental Understanding.

If you haven’t already read the article, I think you need to add this to your summer reading (It’s linked above). The Role of Problem Solving in Teaching Mathematics as a Process. Problem solving is an important component of mathematics education because it is the single vehicle which seems to be able to achieve at school level all three of the values of mathematics listed at.

WHAT DOES IT MEAN TO PRESERVICE MATHEMATICS TEACHERS TO ANTICIPATE STUDENT RESPONSES. Matthew M. Webb Department of Mathematics Education Master of Arts Lesson study is a form of professional development for teachers adopted in recent years from Japan.

Introducing lesson study to U.S. teachers and researchers has been theCited by: 2. The key message that I took from this book is the importance for teachers to develop a profound understanding of fundamental mathematics. Liping Ma describes this as having, "an understanding of the terrain of fundamental mathematics that is deep, broad, and thorough.".

If teachers have sufficient knowledge of the many different ways students might understand mathematics, then they will know that there is a fairly logical (although incorrect) train of thought that leads students to the mistaken understanding that is negative.

What is understanding. “We understand something if we see how it is related or connected to other things we know.” J. Hiebert, Signposts for Teaching Mathematics through Problem Solving In F.

Lester & R. Charles, Teaching Mathematics Through Problem Solving, Grades PreK NCTM: Reston, VA, File Size: 1MB. “Teachers are not necessarily familiar with their students’ cultures,” he notes, adding that this deficit is largely unaddressed in mathematics education doctoral programs.

In order to reach all students, teachers must understand how culture impacts learning and plan. Mathematics should be this way also.

Students should regularly be required to figure out the mathematics of a situation, to work to solve mathematical problems. And what is amazing about this process is that, in doing that hard work of problem solving, students come to build an understanding of the mathematical concepts.

Accessibility Strategies for Mathematics "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed to promote access and attainment for all students.” -- Principles and Standards for School Mathematics (NCTM,p)File Size: KB.

Mathematics is a natural activity for children: they demonstrate a great capacity for learning mathematics long before they enter school. Children entering kinder-garten already have some basic understanding of mathematics (Kilpatrick, et al,p.

), and teachers can build upon that experience by encouraging children to communicate about andFile Size: KB.

Find many great new & used options and get the best deals for Understanding Mathematics for Young Children: A Guide for Foundation Stage and Lower Primary Teachers by Anne Cockburn and Derek W. Haylock (, Paperback) at the best online prices at eBay!

Free shipping for many products!practice, teachers need to knowabout mathematics to be successful with students in classrooms. To make headway on these questions, we have focused on the “work of teaching”(Ball, ; Lampert, ).

What do teachers do in teaching mathematics, and in what ways does what they do demand mathematical reasoning, insight, understanding, and skill?Cited by: Teaching Mathematics: Foundations to Middle Years connects readers to the bigger picture of mathematics.

This comprehensive resource is designed to help pre-service teachers gradually build mathematically knowledge and become confident about teaching the subject to a range of age groups, in diverse learning environments.