Mathematics and Teaching

by Crockett; Michele D.

• ISBN13: 9780805844191
• ISBN10: 0805844198
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 2008-05-15
• Publisher: Routledge

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 7th 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, schoolstakeholders' 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.

Table of Contents

Series Preface	p. ix
Preface	p. xv
Acknowledgments	p. xix
Introduction	p. 1
Cases and Reactions	p. 9
Introduction to Case 1	p. 9
Case 1: "Race and Teacher Expectations"	p. 10
Reader Reactions to "Race and Teacher Expectations"	p. 13
Reactions to "Race and Teacher Expectations"	p. 14
Reader Reactions	p. 22
Summary and Additional Questions	p. 23
Introduction to Case 2	p. 24
Case 2: "Mathematics for All?"	p. 24
Reader Reactions to "Mathematics for All?"	p. 28
Reactions to "Mathematics for All?"	p. 29
Reader Reactions	p. 36
Summary and Additional Questions	p. 37
Introduction to Case 3	p. 39
Case 3: "Culture and School Mathematics"	p. 40
Reader Reactions to "Culture and School Mathematics"	p. 43
Reactions to "Culture and School Mathematics"	p. 44
Reader Reactions	p. 50
Summary and Additional Questions	p. 51
Introduction to Case 4	p. 53
Case 4: "Politics and School Mathematics"	p. 54
Reader Reactions to "Politics and School Mathematics"	p. 58
Reactions to "Politics and School Mathematics"	p. 59
Reader Reactions	p. 68
Summary and Additional Questions	p. 69
Reader Reactions to the Four Cases	p. 70
Reactions to the Four Cases	p. 71
Public Arguments	p. 77
A "Conservative View": Mathematics for Global Economic Leadership	p. 79
Comments and Questions	p. 86
A "Liberal View": Equality of Opportunity and School Mathematics in a Democracy	p. 88
Comments and Questions	p. 94
A "Radical Multiculturalist View": Mathematics for Developing Critical Dispositions for Social Reconstruction	p. 96
Comments and Questions	p. 103
Concluding Remarks, Some Reflections, and Resources for Further Reflection	p. 107
The Centrality of Culture: Understanding the Historical, Social, and Political Dimensions of School Mathematics	p. 107
Resources	p. 109
Exercises	p. 111
Bibliography	p. 115
Index	p. 121
Table of Contents provided by Ingram. All Rights Reserved.