Strength in Numbers: Collaborative Learning in Secondary Mathematics

Ilana Horn

ISBN 10: 0873536630 / ISBN 13: 9780873536639

Published by National Council of Teachers of Mathematics (edition First Edition), 2012

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Bibliographic Details

• Title: Strength in Numbers: Collaborative Learning in Secondary Mathematics
• Publisher: National Council of Teachers of Mathematics (edition First Edition)
• Publication Date: 2012
• Language: English
• ISBN 10: 0873536630
• ISBN 13: 9780873536639
• Binding: Paperback
• Edition: First Edition.
• Condition: Very Good

About this title

Synopsis

Students who work together, succeed together. Isn t that every teacher s goal?

Use group work effectively to create a learning environment in the secondary mathematics classroom. Learn how students experience learning mathematics in collaborative settings. Develop tasks, concepts, strategies, and tools that create successful group work and reach students of all abilities.

Written by a seasoned teacher, researcher and teacher educator with over two decades of teaching experience, the goal of this book is to support teachers in developing tools for effective group work in their secondary mathematics classrooms. Effective group work engages children s own thinking and allows them to work together to understand a concept. It can also address problems that often arise in typical mathematics instruction by providing a framework for teachers to create engaging learning environments. The book outlines ways to choose tasks, help students adjust to new ways of approaching schoolwork, and discusses the types of status problems that can impede the most earnest attempts at collaborative learning. This practical, useful book introduces tested tools and concepts for creating equitable collaborative learning environments that supports all students and develops confidence in their mathematical ability.

About the Author

Ilana Horn is a professor of Mathamatics Education at Vanderbilt University's Peabody College. Her work focuses on making rigorous mathematics accessible to a wide range of learners. Her research has two strands. The first considers what it means to teach secondary mathematics equitably and ambitiously. The second investigates how mathematics teachers learn this form of teaching, examining the role of colleagues and contexts in teachers' sense making.