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Download Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment (Studies in Mathematical Thinking and Learning Series) fb2

by Eleanor Armour-Thomas,Frances R. Curcio,Theresa J. Gurl,Alice F. Artzt

  • ISBN: 0805861947
  • Category: Education & Teaching
  • Author: Eleanor Armour-Thomas,Frances R. Curcio,Theresa J. Gurl,Alice F. Artzt
  • Subcategory: Schools & Teaching
  • Other formats: docx azw mobi rtf
  • Language: English
  • Publisher: Routledge; 2 edition (September 16, 2007)
  • Pages: 256 pages
  • FB2 size: 1123 kb
  • EPUB size: 1495 kb
  • Rating: 4.7
  • Votes: 454
Download Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment (Studies in Mathematical Thinking and Learning Series) fb2

Eleanor Armour-Thomas is Professor of Educational Psychology . Series: Studies in Mathematical Thinking and Learning Series.

Series: Studies in Mathematical Thinking and Learning Series.

Alice F. Artzt, Eleanor Armour-Thomas. Скачать (epub, 470 Kb).

ByAlice F. Artzt, Eleanor Armour-Thomas, Frances R. Curcio, Theresa J. Gurl, Alice F. Artzt, Eleanor . Offers reflective activities that provide a structure through which beginning teachers can think about their teaching in an insightful, thorough, and productive manner. Curcio. First Published 2008. Includes guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers. Part I: philosophical basis for the model. Toward an Understanding of Student-Centered Teaching.

and Self-assessment (2001) or any other file from Books category.

Download Becoming A Reflective Mathematics Teacher: A Guide for Observations and Self-assessment (2001) or any other file from Books category. Becoming A Reflective Mathematics Teacher: A Guide for Observations and Self-assessment (Studies in Mathematical Thinking and Learning Series) by Alice F. Artzt and Eleanor Armour-Thomas English ISBN: 0805830367, 0805830375 2001 264 pages EPUB 0,5 MB.

Becoming a Reflective Mathematics Teacher. Details (if other): Cancel. Thanks for telling us about the problem. Becoming a Reflective Mathematics Teacher.

On July 20, we had the largest server crash in the last 2 years. Series: Studies in Mathematical Thinking and Learning. Full recovery of all data can take up to 2 weeks! So we came to the decision at this time to double the download limits for all users until the problem is completely resolved. Thanks for your understanding! Progress: 5. 9% restored. Artzt and Eleanor Armour-Thomas The process of reflection and self-assessment must be approached in a manner that has the preservice mathematics teacher, with the aid of . . Artzt and Eleanor Armour-Thomas. The process of reflection and self-assessment must be approached in a manner that has the preservice mathematics teacher, with the aid of a model, gaining control over instructional practice.

Becoming a Reflective Mathematics Teacher is highly recommended for upper-division undergraduates, graduate students, and faculty

Alice F. Artzt, Alice F. Gurl, Eleanor Armour-Thomas. Routledge Published March 1, 2001 Reference - 262 Pages ISBN 9780805830361 - CAT ER5857 Series: Studies in Mathematical Thinking and Learning Series. For Instructors Request Inspection Copy. Becoming a Reflective Mathematics Teacher is highly recommended for upper-division undergraduates, graduate students, and faculty. It can also be used as a supplementary text for a mathematics teaching methods course or to help support student teaching activities.

book by Eleanor Armour-Thomas. Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment (Studies in Mathematical Thinking and Learning Series). First published in 2008. Routledge is an imprint of Taylor & Francis, an informa company. by Eleanor Armour-Thomas, Frances R. Curcio, Alice F. Artzt.

First published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.
Reviews about Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment (Studies in Mathematical Thinking and Learning Series) (2):
Ber
I had high hopes for this book. I am a firm believer in reflecting on what I do in order to improve. This book presents a very narrow framework for doing this in a very narrow, specific way.

If you believe that a traditional approach to math instruction, involving direct instruction, students taking notes, following worked examples then working on problems independently is a sound and effective way to teach math, this book is not for you. This approach to math instruction is directly or indirectly put down at every turn. The focus is entirely on "student centered" instruction.

From what I have seen, and I will admit that my experience is limited, "student centered" or "discovery learning" works well for motivated students in advanced classes and in small groups who have been trained in this method for some time. For larger classes of "regular" math students, i.e. most students in public schools, a discovery lesson will have to be followed up with direct instruction so that everyone gets the information that they were supposed to discover. The material cannot be covered as quickly and the lessons have to be supplemented with problem sets so that the students can practice applying the information they "discovered". Again, I'm willing to admit that maybe if I followed the process in this book, I could end up being better at this. My experience, and that of many of my colleagues, is that this is not the case.

I also could not find much information about the authors in the book. I know they teach methods course to potential math teachers in New York, but there is no information about their experience in the math classroom. I have found that the further removed someone is either in experience or in time from the classroom, the less applicable their ideas are to the classroom. This is my personal bias and based on my personal experience.
Armin
The latest research demonstrates that these student centered approaches are those that produce long lasting results and are highly motivating to students. Math is social. The so called "traditional" method isn't working. Thank goodness for teacher researchers such as these, who seek to find out what does work and try to enlighten the rest of us. Student centered learning doesn't mean you turn them loose and hope they will find the math. Student centered learning is facilitated and purposeful and is hard work for the teacher, as anything worth doing right is. I long for the day when all the worksheet driven teachers retire and kids can begin to learn math as it should be. Welcome to the 21st century!

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