Teaching Mathematics in Secondary and Middle School: An Interactive Approach (3rd Edition)

Contrary to popular belief, mathematics is an everyday human endeavor by which ordinary people construct concepts, discover relationships, invent algorithms and models, organize and communicate their thoughts in the language of mathematics, execute algorithms, and address their real-world problems. Likewise, by capitalizing on the use of common and personally relevant mathematics problems, mathematics teachers can help students learn and creatively apply mathematics to their everyday lives. Using research-based strategies, effective mathematics teachers guide students to invent and discover new mathematics perspectives and in so doing help students acquire confident attitudes and abilities in mathematics. Case studies in this text, the third edition ofTeaching Mathematics an Secondary and Muddle School,demonstrate how. According to consistent findings in research studies cited throughout this book, students develop confident attitudes and abilities in mathematics by engaging in: inquiry lessons that lead them to reason inductively to construct mathematical concepts and discover mathematical relationships direct-instructional lessons that lead them to gain knowledge of conventions and develop algorithmic skills comprehension-and-communication lessons that lead them to take advantage of the special features of mathematical language inquiry lessons that lead them to reason deductively to devise solutions to real-life problems However, most students do not have these experiences. Rather, they acquire a considerably different view of mathematics, perceiving it as a boring string of terms, symbols, facts, and algorithms--truly understood only by rare geniuses. Too many students are asked only to memorize mathematical content without ever discovering, inventing, or creatively applying it. The unhealthy attitudes and inabilities to extend mathematics beyond what is memorized are perpetuated by the most dominant method of teaching mathematics in our schools. Many teachers' lessons follow a tiresome sequence--lessons void of experiences whereby meaningful mathematics is discovered, invented, or applied: Students are told about a fact or the steps in an algorithm, walked through textbook examples, assigned exercises from the textbook, and given feedback on their work with the exercises. For over a century, mathematics education specialists have encouraged teachers to deviate from common practice by applying research-based strategies. Promise for bringing typically practiced mathematics teaching in line with research-based strategies springs from the widespread dissemination and support for the National Council of Teachers of Mathematics' (NCTM) plan for school mathematics curriculum reform as articulated inPrinciples and Standards for School Mathematics(PSSM) (NCTM, 2000b). Teaching Mathematics in Secondary and Middle School: An Interactive Approachis designed to lead you to develop your talent for teaching in accordance withPSSMso that your students eagerly construct mathematical concepts for themselves, discover mathematical relationships, develop and maintain algorithmic skills, communicate in the language of mathematics, and use mathematics to devise solutions to real-life problems. WHERE ARE RESEARCH-BASED STRATEGIES INTEGRATED INTO THIS TEXT? Introducing topics in a spiral fashion, this book actively involves you in researched-based learning activities throughout its 11 chapters. Chapter 1,"Beginning a Career as a Professional Mathematics Teacher," will lead you to vicariously experience the professional activities of Casey Rudd, a beginning mathematics teacher, and expose you to some preliminary ideas for developing mathematics curricula and engaging students in meaningful lessons--ideas that you will further develop in depth as you work with chapters 2-11. Chapter 2,"GainiJames S. Cangelosi is the author of 'Teaching Mathematics in Secondary and Middle School: An Interactive Approach (3rd Edition)', published 2002 under ISBN 9780130950185 and ISBN 0130950181.