Pocket Pal: Building Learning in Mathematics

Erscheinungsjahr 2007
ISBN: 978-1-85539-228-1
Verlag: PAPERBACKSHOP UK IMPORT

Buch, Englisch, 96 Seiten, Format (B × H): 129 mm x 199 mm, Gewicht: 127 g

Reihe: Pocket Pal (Network Continuum)

Part of the major new Pocket PAL Series, this one looks at the concept of Deep Progress in Mathematics (not as foreboding as it sounds!)

- Part of the major new Pocket Pal Series that have serious shelf-presence
- All priced low enough to be impulse buys
- This one is about Deep Progress in Mathematics and written by a Reader in Maths at Oxford University.

The concept of deep learning, as opposed to surface learning, is being increasingly recognized by teachers and, here, Anne Watson and her colleagues use it in connection with enabling so-far low attaining students to recover their self-esteem and mathematical capabilities. This essential guide for mathematics teachers will help to change the focus from ‘doing and finishing’ to ‘thinking and learning’.

Zielgruppe

Teachers

Autoren/Hrsg.

Prestage, Stephanie

Geest, Els De

Watson, Anne

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

1. Teaching low attaining students
2. Defining deep progress
3. Expected improvements
4. Establishing work habits
a) Behaviour
b) Challenge and struggle
c) Silent moments
5. Participation
a) Joining in with your mind
b) Learning and moving
c) Speaking and listening
d) Getting a good discussion
6. Interaction
a) Question types
b) Between teacher and students
c) Creating discussion between students
d) Working in pairs
7. Reacting to students to answers and non answers
a) Shifting responsibility to students
b) Focussing on questioning answers
c) Dealing with unexpected answers
d) Storing good ideas
8. Giving time to think and learn
a) Immersion in a topic world
b) Thinking is more important than finishing
c) I got rhythm
d) Working quickly and reflecting slowly
9. Developing memory
a) Structuring teaching to help memory
b) Explicit work
c) Doing the whole thing in your head
d) Using physical and visual memory
e) Combine words, symbols and actions
10. Visualising
a) Developing imagination
b) Using equipment
11. Students’ writing
a) Writing helps learning
b) Writing hinders learning
12. Students’ awareness of progress
a) Knowing what you have learned
13. Giving choice
a) Choosing what to do
b) Choosing how to do it
c) Choosing what to do next
14. Making mathematical connections
a) What is changing; what is staying the same?
b) Between tasks
15. Dealing with mathematical complexity
a) Really doing mathematics
b) Sorting out complexity
c) Doing your own maths
Bibliography and resources.

Über Autor(innen)

Stephanie Prestage is at the University of Birmingham, UK.

Els De Geest is at the Department of Education Studies, University of Oxford, UK.
Anne Watson is Reader in Mathematics Education at the University of Oxford, UK.