This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.
This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.
Preface: Mathematics and Egalitarian Ideals School Mathematics and Egalitarian Ideals: A Focus on Reason(s) Acknowledgements 1 Introduction to Our Case Study Our Goals and Our Own Voices The Importance of Teacher Development A School-University PDS Two-Way Relationship The Structure of this Case Study and Its Included Texts Part I Changes in Classroom Teaching Practice 2 Assessment Mathematics Performance Assessment Alternative Formats and A Taxonomy of Tasks 3 Curriculum and Instructional Models Starting a Functions-Based Approach to Algebra Perspectives on Holt Algebra 1 from the Department Chair and a Newer Teacher 4 Planning Teacher as Course-Level Planner Must Teachers' Create Curriculum? For Every Class? 5 Interlude A: On-campus Preservice Assignments TE 804 Reflection and Inquiry in Teaching Practice II Preservice Teachers as Curriculum Makers Should Preservice Teachers be Encouraged to Create Curriculum? 6 Instructional Tasks Finding Mathematics in the World Around Us Getting Past Lame Justifications! 7 Classroom Roles One Teacher's Transformation in Teaching What Teachers Think is Important! Part II Student Experience of the Curriculum 8 Lower Track Classes From an E to an A with the Help of a Graphing Calculator How Important are Calculators? 9 Standard Track Classes Students' views of mathematical conversation CURRICULUM PATTERN OF TEACHING/LEARNING CONCEPTION OF MATHEMATICS Managing Students' Participation in Classroom Conversation 10 Advanced Coursework Developing an Interest in Mathematics What is "mathematical power"? Related dilemmas of teaching 11 Interlude B: Observation in Classrooms Field Experience really was the Best Teacher! Our Contrasting Preservice Field Experiences 12 Interlude C: Student Teaching/Internship What Kind of Teacher Will I Be? How Do We Talk with Other Teachers about Our "Holt" Experiences? Part III Professional Growth and Development 13 Time and Respect Being Treated (and Treating Ourselves) as Professionals Thoughts from Latecomers 14 Restructuring Teacher Work Shared Teaching Assignments What Do Shared Teaching Assignments Tell Us about Learning while Teaching? 15 Departmental Culture One Transformed Teacher's Viewpoint Elementary Mathematics can be Complex and Interesting! 16 Changing the Math Curriculum Teaching a Technologically-Supported Approach to School Algebra Thoughts on Where to Start 17 Learning from Students and Colleagues Questioning Ourselves and the Authorities Should We Ever Tell Mathematical White Lies to Our Students? 18 Interlude D: Learning Math from Coursework Conversation Lines and points Comments from Some Former "Students" 19 Participation in Teacher Education Becoming a Professional Teacher; Being a Mentor Teacher Being a Mentor Teacher is Hard Work! 20 Graduate Study Theory is Practical! The Role of Views of Mathematics in Teaching Part IV Stepping back: The perspective of a local "outsider" 21 A Quiet Revolution? Reflecting on Mathematics Reform at Holt High School Epilogue Cast of Characters Editors Teacher authors and responders Teacher responders Holt student authors Non-Holt authors References
Preface: Mathematics and Egalitarian Ideals School Mathematics and Egalitarian Ideals: A Focus on Reason(s) Acknowledgements 1 Introduction to Our Case Study Our Goals and Our Own Voices The Importance of Teacher Development A School-University PDS Two-Way Relationship The Structure of this Case Study and Its Included Texts Part I Changes in Classroom Teaching Practice 2 Assessment Mathematics Performance Assessment Alternative Formats and A Taxonomy of Tasks 3 Curriculum and Instructional Models Starting a Functions-Based Approach to Algebra Perspectives on Holt Algebra 1 from the Department Chair and a Newer Teacher 4 Planning Teacher as Course-Level Planner Must Teachers' Create Curriculum? For Every Class? 5 Interlude A: On-campus Preservice Assignments TE 804 Reflection and Inquiry in Teaching Practice II Preservice Teachers as Curriculum Makers Should Preservice Teachers be Encouraged to Create Curriculum? 6 Instructional Tasks Finding Mathematics in the World Around Us Getting Past Lame Justifications! 7 Classroom Roles One Teacher's Transformation in Teaching What Teachers Think is Important! Part II Student Experience of the Curriculum 8 Lower Track Classes From an E to an A with the Help of a Graphing Calculator How Important are Calculators? 9 Standard Track Classes Students' views of mathematical conversation CURRICULUM PATTERN OF TEACHING/LEARNING CONCEPTION OF MATHEMATICS Managing Students' Participation in Classroom Conversation 10 Advanced Coursework Developing an Interest in Mathematics What is "mathematical power"? Related dilemmas of teaching 11 Interlude B: Observation in Classrooms Field Experience really was the Best Teacher! Our Contrasting Preservice Field Experiences 12 Interlude C: Student Teaching/Internship What Kind of Teacher Will I Be? How Do We Talk with Other Teachers about Our "Holt" Experiences? Part III Professional Growth and Development 13 Time and Respect Being Treated (and Treating Ourselves) as Professionals Thoughts from Latecomers 14 Restructuring Teacher Work Shared Teaching Assignments What Do Shared Teaching Assignments Tell Us about Learning while Teaching? 15 Departmental Culture One Transformed Teacher's Viewpoint Elementary Mathematics can be Complex and Interesting! 16 Changing the Math Curriculum Teaching a Technologically-Supported Approach to School Algebra Thoughts on Where to Start 17 Learning from Students and Colleagues Questioning Ourselves and the Authorities Should We Ever Tell Mathematical White Lies to Our Students? 18 Interlude D: Learning Math from Coursework Conversation Lines and points Comments from Some Former "Students" 19 Participation in Teacher Education Becoming a Professional Teacher; Being a Mentor Teacher Being a Mentor Teacher is Hard Work! 20 Graduate Study Theory is Practical! The Role of Views of Mathematics in Teaching Part IV Stepping back: The perspective of a local "outsider" 21 A Quiet Revolution? Reflecting on Mathematics Reform at Holt High School Epilogue Cast of Characters Editors Teacher authors and responders Teacher responders Holt student authors Non-Holt authors References
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