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Michael Lukin
Michael Lukin

Teaching Secondary Mathematics Textbook

In today's world of increased accountability, teaching mathematics offers more challenges than ever before. This resource helps beginning teachers get off to a great start by providing information on everything from assessment to standards-based teaching to student engagement strategies.

Teaching Secondary Mathematics Textbook

The authors focus on NCTM content and process standards and offer guidelines for instructing and assessing English language learners, students with special needs, and gifted students. Filled with practical strategies as well as helpful classroom vignettes that encourage thought-provoking discussions on teaching middle and high school mathematics, this guide shows teachers how to: Focus on the big ideas in teaching mathematics; Design a curriculum that is meaningful; Differentiate instruction to include all learners; Engage students by meeting their affective, behavioral, and cognitive needs; Use a variety of methods to assess students' understanding

We report on a study focused on identifying and describing the representations of mathematicians contained in Mexican textbooks of lower secondary level. We considered representations not only in the text but also in drawings, photographs, and illustrations in general. The term mathematician was understood in a broad sense: any person (or group of people) that in the textbook either (1) was explicitly referred to as a mathematician, (2) was credited with the development of a mathematical concept or tool, or (3) was displayed performing some sort of mathematical activity (such as counting, modelling, etc.). The results show that the representations that most frequently appear in the textbooks are white male mathematicians (mainly Europeans), who lived in ancient times; the representations of female mathematicians are almost nil. At the end of the paper the implications of these results are discussed, and some directions for future research are suggested.

The outstanding performance of Shanghai students as shown in the recent PISA tests (e.g., OECD, 2013, 2019), particularly in mathematics, has gained widespread attention at home and abroad from educational researchers, policy makers, and practitioners. Researchers have explored the reasons behind this result by looking into different aspects, such as classroom and pedagogical features (Boylan et al., 2018; Wu & Bao, 2016), culture and policy (Tan, 2013), contextual influences (Sellar & Lingard, 2013; Zhang & Kong, 2012), and textbooks or, more broadly, curriculum resources (Boylan et al., 2019; Oates, 2014; Wang & Fan, 2021).

The last part comprised two open-ended questions (OEQ). OEQ 1 asked teachers to describe whether textbooks facilitated their teaching in one of their recent lessons and, if so, to give one concrete example, while OEQ 2 asked them to describe whether textbooks failed to facilitate or even hindered their teaching.

The fact that the teachers regarded textbooks highly, especially teacher manuals (\(M = 3.71\)), as a facilitator for their setting of lesson objectives is not surprising, since the textbooks in Shanghai provided clear messages about learning objectives, and in the case of teacher manuals, explaining general objectives of learning mathematics and the learning objectives of a semester, of a chapter, and finally of a lesson. This was also confirmed during the interviews, in which six teachers reported that textbooks supported their setting of lesson objectives, and T5 particularly illustrated that at the beginning of lesson planning, he would analyze the learning objectives of a lesson provided in the teacher manual.

In terms of teaching reflection, 16 interviewed teachers viewed textbooks as facilitators. Thirteen of them mentioned that textbooks, especially teacher manuals, helped them reflect on the foci and difficulties of teaching and teaching objectives.

Table 7 depicts the results from chi-square tests for the purpose of investigating whether the above factors of teachers bear an influence on their behaviors and perceptions concerning how textbooks facilitated their teaching.

Getting certified to teach high school mathematics typically requires completing a course in real analysis. Yet most teachers point out real analysis content bears little resemblance to secondary mathematics and report it does not influence their teaching in any significant way. This textbook is our attempt to change the narrative. It is our belief that analysis can be a meaningful part of a teacher's mathematical education and preparation for teaching. This book is a companion text. It is intended to be a supplemental resource, used in conjunction with a more traditional real analysis book.

Nicholas H. Wasserman is Associate Professor of Mathematics Education at Teachers College, Columbia University. Previously, he taught mathematics for six years at the secondary level, in both a large public school in Austin and a private school in Manhattan. His scholarly interests focus on secondary teachers' mathematical knowledge and development, particularly how advanced mathematics can be relevant for teachers and influence their secondary classroom teaching and practice.

Since its first publication, Teaching Secondary School Mathematics has established itself as one of the most respected and popular texts for both pre-service and in-service teachers. This new edition has been fully revised and updated to reflect the major changes brought about by the introduction of the Australian Curriculum: Mathematics, as well as discussing significant research findings, the evolution of digital teaching and learning technologies, and the implications of changes in education policies and practices.The mathematical proficiencies that now underpin the Australian curriculum -- understanding, fluency, problem solving and reasoning -- are covered in depth in Part 1, and a new section is devoted to the concept of numeracy. The chapter on digital tools and resources has been significantly expanded to reflect the growing use of these technologies in the classroom, while the importance of assessment is recognised with new material on assessment for learning and as learning, along with a consideration of policy development in this area. Important research findings on common student misconceptions and new and effective approaches for teaching key mathematical skills are covered in detail.As per the first edition readers will find a practical guide to pedagogical approaches and the planning and enactment of lessons together with enhanced chapters on teaching effectively for diversity, managing issues of inequality and developing effective relationships with parents and the community.This book is the essential pedagogical tool for every emerging teacher of secondary school mathematics.'The text offers an excellent resource for all of those involved in the preparation of secondary mathematics teachers, with links to research literature, exemplars of classroom practices, and instructional activities that encourage readers to actively examine and critique practices within their own educational settings.' Professor Glenda Anthony, Institute of Education, Massey University'A rich and engaging textbook that covers all of the important aspects of learning to become an effective secondary mathematics teacher. The second edition of this text ... is further enhanced with updated references to the Australian Curriculum, NAPLAN, STEM, current Indigenous, social justice and gender inequity issues, and the place of Australian mathematics curricula on the world stage.' Dr Christine Ormond, Senior Lecturer, Edith Cowan University

Mathematics textbooks for primary and secondary schools are different from general reading materials in that they embody the fruits of labor and wisdom of numerous mathematics education experts, mathematics scholars and outstanding front-line mathematics teachers. They are not only the carrier of mathematics knowledge, but also the carrier of curriculum standard, spirit, culture, thought and history of mathematics. Therefore, mathematics teachers should read the mathematics textbooks carefully, and fully explore the educational value such as the value of moral education, the value of culture education, the value of science education and the value of innovation education contained in the mathematics textbooks.

Comparative study from a horizontal perspective refers to the comparative study of mathematics textbooks published by different publishing houses. By comparing mathematics textbooks horizontally, we can discover the characteristics, advantages and disadvantages of mathematics textbooks published by different publishing houses, and learn from different mathematics textbooks to gain rich curriculum resources.

The rapid development of information technology and the popularity of the Internet have brought a wealth of educational and teaching resources. Teachers can share or access high-quality educational and teaching resources anytime and anywhere on the Internet. And students can also get access to educational and teaching resources online as well as learn anytime and anywhere. However, this does not mean that the value of mathematics textbooks is weakened. On the contrary, the mathematics textbooks of primary and middle schools are still the basic elements of teaching, the main basis of teaching, the main materials of learning, the carrier of the functions of mathematics education, which plays an irreplaceable role in elementary education. If mathematics teachers pay attention to mathematics textbooks, understand the writing intentions of the mathematics textbooks, deeply excavate the educational and teaching value of mathematics textbooks, grasp the mathematics textbooks as a whole, use mathematics textbooks creatively, and pay attention to the comparative study and use of different versions of mathematics textbooks, it will give full play to the educational and teaching functions of mathematics textbooks. 041b061a72


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