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Synopsis: NORTH AMERICAN RIGHTS ONLY: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, © Jo Boaler. This revised edition is for sale in North America only.
The first book to provide direct evidence for the effectiveness of traditional and reform-oriented teaching methods, Experiencing School Mathematics reports on careful and extensive case studies of two schools that taught mathematics in totally different ways. Three hundred students were followed over three years, providing an unusual and important range of data, including observations, interviews, questionnaires, and assessments, to show the ways students' beliefs and understandings were shaped by the different approaches to mathematics teaching. The interviews that are reproduced in the book give compelling insights into what it meant to be a student in the classrooms of the two schools. Questions are raised about and new evidence is provided for:
* the ways in which "traditional" and "reform oriented" mathematics teaching approaches can impact student attitude, beliefs, and achievement;
*the effectiveness of different teaching methods in preparing students for the demands of the "real world" and the 21st century;
*the impact of tracking and heterogeneous ability grouping; and
*gender and teaching styles--the potential of different teaching approaches for the attainment of equity.
The book draws some radical new conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings.
This edition has been revised for the North American market to show the relevance of the study results in light of the U.S. reform movement, the "math wars" and debates about teachers, assessment, and tracking. The details of the study have been rewritten for an American audience and the results are compared with research conducted in the U.S. This is an important volume for mathematics teachers and researchers, education policymakers, and for students in mathematics education courses.
NOTE: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, © Jo Boaler. This revised edition is for sale in North America only.
About the Author: Jo Boaler is associate professor of Mathematics Education at Stanford University, where she researches the impact of different teaching approaches on learning, identity, and equity. She is a former president of the International Association of Women and Mathematics. Her Ph.D. and first book - Experiencing School Mathematics (2002)-won national awards in England. She lives with her husband and daughter in California.
Title: Experiencing School Mathematics: Traditional...
Publication Date: 2002
Book Condition: New
Book Description Lawrence Erlbaum, 2002. Condition: Very Good. 1st Edition. Former Library book. Great condition for a used book! Minimal wear. Seller Inventory # GRP98958379
Book Description Condition: Good. May have some shelf-wear due to normal use. Seller Inventory # 0KVBKD00635U
Book Description Routledge, 2002. Condition: Good. A+ Customer service! Satisfaction Guaranteed! Book is in Used-Good condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain limited notes and highlighting. Seller Inventory # 0805840044-2-4
Book Description Routledge, 2002. Hardcover. Condition: Used: Good. Seller Inventory # SONG0805840044
Book Description Routledge, 2002. Hardcover. Condition: Good. Revised. Ships with Tracking Number! INTERNATIONAL WORLDWIDE Shipping available. May not contain Access Codes or Supplements. May be ex-library. Shipping & Handling by region. Buy with confidence, excellent customer service!. Seller Inventory # 0805840044q
Book Description Routledge 2002-09-01, 2002. Hardcover. Condition: good. Revised. 0805840044. Seller Inventory # 607563
Book Description Routledge, 2002. Hardcover. Condition: Very Good. Great condition with minimal wear, aging, or shelf wear. Seller Inventory # P020805840044
Book Description Routledge. Hardcover. Condition: Fine. 0805840044 Like New Condition. Seller Inventory # LN7.1314697
Book Description Routledge. Hardcover. Condition: New. 0805840044 New Condition. Seller Inventory # NEW7.1314697
Book Description Routledge, 2002. Hardcover. Condition: New. Never used!. Seller Inventory # P110805840044