Mathematics Teachers in Transition: (Studies in Mathematical Thinking and Learning Series)
Zoomicon-zoom-in
Mathematics Teachers in Transition: (Studies in Mathematical Thinking and Learning Series)

Mathematics Teachers in Transition: (Studies in Mathematical Thinking and Learning Series)

By
Elizabeth Fennema (Contributor) Barbara Scott Nelson (Contributor)  

Paperback

Available / dispatched within 1 - 4 weeks

Quantity

Also available on eBook for £19.99. Click here to purchase from Rakuten Kobo

This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.
Elizabeth Fennema, Barbara Scott Nelson
  • Contributor: Elizabeth Fennema
  • Imprint: Routledge
  • ISBN13: 9780805826883
  • Number of Pages: 446
  • Packaged Dimensions: 152x229mm
  • Packaged Weight: 453
  • Format: Paperback
  • Publisher: Taylor & Francis Inc
  • Release Date: 1997-05-01
  • Series: Studies in Mathematical Thinking and Learning Series
  • Binding: Paperback / softback
  • Biography: Elizabeth Fennema, Barbara Scott Nelson

Delivery Options

Home Delivery

Store Delivery

Free Returns

We hope you are delighted with everything you buy from us. However, if you are not, we will refund or replace your order up to 30 days after purchase. Terms and exclusions apply; find out more from our Returns and Refunds Policy.