Mathematics and teaching / Michele D. Crockett.

Format:

Book

Author/Creator:

Crockett, Michele D.

Series:

Reflective teaching and the social conditions of schooling ; 7th v.

Language:

English

Subjects (All):

Mathematics--Study and teaching--Social aspects.

Mathematics.

Mathematics--Study and teaching.

Physical Description:

xix, 123 pages ; 23 cm.

Place of Publication:

New York : Routledge, 2008.

Summary:

Mathematics and Teaching uses case studies to explore complex and pervasive issues that arise in teaching. In this volume, school mathematics is the context in which to consider race, equity, political contexts and the broader social and cultural circumstances in which schooling occurs. This book does not provide immediate or definitive resolutions. Rather, its goal is to provoke and facilitate thoughtful discussion about critical issues for professional decision-making in mathematics teaching.

This is the seventh volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. Part I includes four case studies of classroom experiences: "Race and Teacher Expectations"; "Mathematics for All?"; "Culture and School Mathematics"; and "Politics and School Mathematics." Each case is followed by a space for readers' own reactions and reflections, school stakeholders' reactions, and a summary with additional questions for further discussion, Part II presents three public arguments representing different views about the issues that arise in mathematics teaching: conservative, liberal, and radical multiculturalist, Part III offers the authors' reflections on the centrality of culture in teaching mathematics, resources and exercises for further reflection, and a bibliography for further reading.

Mathematics and Teaching is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It is appropriate for any undergraduate and graduate course addressing mathematics teaching issues.

Contents:

I Cases and Reactions 9

Introduction to Case 1 9

Case 1: "Race and Teacher Expectations" 10

Reader Reactions to "Race and Teacher Expectations" 13

Reactions to "Race and Teacher Expectations" 14

Reader Reactions 22

Summary and Additional Questions 23

Introduction to Case 2 24

Case 2: "Mathematics for All?" 24

Reader Reactions to "Mathematics for All?" 28

Reactions to "Mathematics for All?" 29

Reader Reactions 36

Summary and Additional Questions 37

Introduction to Case 3 39

Case 3: "Culture and School Mathematics" 40

Reader Reactions to "Culture and School Mathematics" 43

Reactions to "Culture and School Mathematics" 44

Reader Reactions 50

Summary and Additional Questions 51

Introduction to Case 4 53

Case 4: "Politics and School Mathematics" 54

Reader Reactions to "Politics and School Mathematics" 58

Reactions to "Politics and School Mathematics" 59

Reader Reactions 68

Summary and Additional Questions 69

Reader Reactions to the Four Cases 70

Reactions to the Four Cases 71

II Public Arguments 77

A "Conservative View": Mathematics for Global Economic Leadership 79

Comments and Questions 86

A "Liberal View": Equality of Opportunity and School Mathematics in a Democracy 88

Comments and Questions 94

A "Radical Multiculturalist View": Mathematics for Developing Critical Dispositions for Social Reconstruction 96

Comments and Questions 103

III Concluding Remarks, Some Reflections, and Resources for Further Reflection 107

The Centrality of Culture: Understanding the Historical, Social, and Political Dimensions of School Mathematics 107.

Notes:

Includes bibliographical references (pages 115-120) and index.

ISBN:

9780805844191

0805844198

9780203930212

0203930215

OCLC:

174112753