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Mathematics Teachers in Transition (Studies in Mathematical Thinking and Learning Series)

By: Barbara Scott Nelson (Edited by) , Elizabeth Fennema (Edited by)

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Ksh 6,550.00

Format: Paperback or Softback

ISBN-10: 0805826882

ISBN-13: 9780805826883

Collection / Series: Studies in Mathematical Thinking and Learning Series

Collection Type: Publisher collection

Publisher: Taylor & Francis Inc

Imprint: Routledge

Country of Manufacture: US

Country of Publication: GB

Publication Date: May 1st, 1997

Publication Status: Active

Product extent: 446 Pages

Weight: 830.00 grams

Product Classification / Subject(s): Teaching of a specific subject
Mathematics

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For practicing teachers, this volume grows from and contributes to the growing body of research on the nature of teacher change as it occurs in the context of the mathematics education reform movement.
This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents:
* theoretical perspectives for studying, analyzing, and understanding teacher change;
* descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and
* descriptions of professional development programs that resulted in teacher change.

One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

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