Paperback. In this reader, maths teachers in the early years of their careers will find a concise yet comprehensive guide to the development of mathematics teaching in secondary schools and the controversies which currently surround it. After a brief summary of the historical context, a series of short articles provide a range of perspectives on various issues of current debate which will help new teachers in the development of their own teaching styles. These include the impact of computers and calculators on maths teaching, the various arguments for the use of published schemes and of more investigational approaches to the curriculum and the way in which social and cultural factors can affect the teaching of certain mathematical topics. The final section looks at how teachers might want to continue their professional development through action research in their own classrooms. Here, maths teachers in the early years of their careers will find a concise yet comprehensive guide to developments in mathematics teaching in secondary schools and the controversies which surround it. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Bibliographic Details

Title: Teaching Mathematics (Paperback)
Publisher: Taylor & Francis Ltd, London
Publication Date: 1993
Language: English
ISBN 10: 0415102529
ISBN 13: 9780415102520
Binding: Paperback
Edition: 1st Edition
Condition: new

About this title

Synopsis

In this reader, maths teachers in the early years of their careers will find a concise yet comprehensive guide to developments in mathematics teaching in secondary schools and the controversies which currently surround it. After a brief summary of the historical context, a series of short articles provides a range of perspectives on various issues of current debate which will help new teachers in the development of their own teaching styles. These include the impact of computers and calculators in maths teaching, the various arguments about the use of published schemes and for more investigational approaches to the curriculum, and the way in which social and cultural factors can be approached through the teaching of various topics in mathematics. The final section looks at how teachers might continue their professional development through action research in their own classrooms.

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Michelle Selinger

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