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Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Classrooms
Give math students the connections between what they learn and how they do math--and suddenly math makes sense
If your secondary-school students are fearful of or frustrated by math, it's time for a new approach. When you teach concepts rather than rote processes, you help students discover their own natural mathematical abilities.
This book is a road map to retooling how you teach math in a deep, clear, and meaningful way to help students achieve higher-order thinking skills. Jennifer Wathall shows you how to plan units, engage students, assess understanding, incorporate technology, and there's even a companion website with additional resources.
If your secondary-school students are fearful of or frustrated by math, it's time for a new approach. When you teach concepts rather than rote processes, you help students discover their own natural mathematical abilities.
This book is a road map to retooling how you teach math in a deep, clear, and meaningful way to help students achieve higher-order thinking skills. Jennifer Wathall shows you how to plan units, engage students, assess understanding, incorporate technology, and there's even a companion website with additional resources.
296 pages, Paperback
First published February 16, 2016
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Displaying 1 - 2 of 2 reviews
April 9, 2017
Another in the series of books building upon Lynn Erickson and Lois Lanning's work. An important step in forming the concept based narrative for mathematics, that sits nicely alongside work like Jo Boaler's. It is a good read and has some nice strategies for concept based lessons. It is a useful and important book for modern mathematics teaching in international schools.
The model uses Erickson's "inductive" model and things like retrieval charts to scaffold students' understanding. The "inductive" model started in areas where knowledge generation is from generalisations based on case studies - so the humanities, and some areas of the scientific method where it works very well. The emphasis on induction, rather than the wider emphasis on "inference" ( which includes deduction, abduction and induction) is interesting in an area like Maths were much knowledge is generated deductively and axiomatically, not by observation. It would be interesting to see what happened if the emphasis was moved to the broader idea of "inference".
The model uses Erickson's "inductive" model and things like retrieval charts to scaffold students' understanding. The "inductive" model started in areas where knowledge generation is from generalisations based on case studies - so the humanities, and some areas of the scientific method where it works very well. The emphasis on induction, rather than the wider emphasis on "inference" ( which includes deduction, abduction and induction) is interesting in an area like Maths were much knowledge is generated deductively and axiomatically, not by observation. It would be interesting to see what happened if the emphasis was moved to the broader idea of "inference".
March 1, 2017
A book that qualifies under the 2017 Reading Challenge as, "A book with a red spine." If you teach math to 7-12 grade students, this excellent book will help you understand how to move to the transference stage of understanding. The perfect book to read after Visible Learning in Mathematics.
Displaying 1 - 2 of 2 reviews