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Specificaties
- Objectstaat
- EAN
- 9781571109965
- ISBN
- 9781571109965
- Package Dimensions LxWxH
- 9.96x8.03x1.1 Inches
- Weight
- 2.08 Pounds
- MPN
- Does not apply
- Model
- Does not apply
- Brand
- Stenhouse Publishers
- UPC
- Does not apply
- Publication Year
- 2017
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Publication Name
- Becoming the Math Teacher You Wish You'd Had : Ideas and Strategies from Vibrant Classrooms
- Item Height
- 0.9in
- Item Length
- 10in
- Publisher
- Taylor & Francis Group
- Item Width
- 8in
- Item Weight
- 33.4 Oz
- Number of Pages
- 392 Pages
Over dit product
Product Information
Ask mathematicians to describe mathematics and they'll use words like "playful", "beautiful", and "creative". Pose the same question to students and many will use words like "boring", "useless", and even "humiliating".
Product Identifiers
Publisher
Taylor & Francis Group
ISBN-10
157110996x
ISBN-13
9781571109965
eBay Product ID (ePID)
21038380800
Product Key Features
Publication Name
Becoming the Math Teacher You Wish You'd Had : Ideas and Strategies from Vibrant Classrooms
Format
Trade Paperback
Language
English
Publication Year
2017
Type
Textbook
Number of Pages
392 Pages
Dimensions
Item Length
10in
Item Height
0.9in
Item Width
8in
Item Weight
33.4 Oz
Additional Product Features
Lc Classification Number
Qa11.2.Z34 2016
Grade from
Kindergarten
Grade to
Eighth Grade
Reviews
Tracy skillfully blends academic research, illuminating classroom dialogues, the thoughts of mathematicians and maths educators, and her own perceptive observations. This seamless mix is a real strength of the book; we not only see what habits are important and why, but how they can be enacted through specific teaching strategies, and the powerful effects they have on our students'' development as confident and capable mathematicians. The reader can''t help but be inspired by the teachers that Tracy holds up as exemplars of good practice... I can confidently say that, alongside ''Thinking Mathematically'' (Mason, Burton and Stacey, 1982; 2010), Tracy''s book will become a cornerstone for my teaching. It is a gift to all maths teachers. -Dr Amie Albrecht Becoming the Math Teacher You Wish You''d Had: Ideas and Strategies from Vibrant Classrooms addresses the common gap between mathematicians who perceive math as creative and fun and students who view it is boring at best and frustrating at worst, and helps teachers move students from dull math classes to more vibrant, lively productions. The author spent years with many math teachers in a wide range of settings and grades to collect the successful strategies that would reach grades K-8 through this collection. Chapters offer examples of innovative teaching methods, measurable results in improving math comprehension and usage, and include strategies, examinations of conjectures, and tips on how to lead math students to make new, exciting connections. The result is a powerful survey highly recommended for any math instructor seeking specific keys to not just teaching the basics, but making math relevant and exciting. -Midwest Book Review Math concepts can be hard for me to absorb when I''m learning them, not to mention trying to teach them to someone else. After reading this book, though, I have found a sense of confidence and security that I can teach this rigorous subject, and I can teach it using these inspiring strategies. My goal for my students is to help them gain full ownership of mathematical learning. Using strategies like discussing the theories in math and coming up with questions (rather than just providing answers), as Tracy Johnston Zager writes about in Becoming the Math Teach You Wish You''d Had , makes it more likely I will succeed. Emmy Avery Witham is a student at College of the Atlantic in Bar Harbor, ME and is studying to be a certified teacher. This post is about Tracy Zager''s most excellent book, Becoming the Math Teacher You Wish You''d Had . Each chapter starts out comparing how mathematicians talk about what they do and what students'' experience of it is. Then it moves on to detailed examples of the aspect of maths thinking in action in real classrooms, as well as strategies to encourage it both in your students and in yourself as a teacher. I didn''t expect to see this last point about encouraging these attitudes and thinking in yourself as a teacher. Yet it is the most compelling feature of the book for me. Indeed, I don''t think the book would have had nearly the impact it had on me (or the impact I see it having on others) without this constant message that to help your students experience maths differently, then you yourself need to experience it differently too. More than this, Tracy doesn''t just make this need clear, but actively and compassionately empowers us to seek out ways to fill it. "Somewhere inside you is a child who used to play with numbers, patterns and shapes. Reconnecting with your inner mathematician will improve your teaching and benefit your students, and it will also benefit you." -- Tracy Zager, Becoming the Math Teacher You Wish You''d Had, p39 -David Butler "Revel in the treasures each chapter offers and let it inspire your own curiosity about children''s mathematician ideas...Your copy will become dog-eared, taped, scribbled on, and referenced over and over again." -Elham Kazem, Becoming the Math Teacher You Wish You'd Had: Ideas and Strategies from Vibrant Classrooms addresses the common gap between mathematicians who perceive math as creative and fun and students who view it is boring at best and frustrating at worst, and helps teachers move students from dull math classes to more vibrant, lively productions. The author spent years with many math teachers in a wide range of settings and grades to collect the successful strategies that would reach grades K-8 through this collection. Chapters offer examples of innovative teaching methods, measurable results in improving math comprehension and usage, and include strategies, examinations of conjectures, and tips on how to lead math students to make new, exciting connections. The result is a powerful survey highly recommended for any math instructor seeking specific keys to not just teaching the basics, but making math relevant and exciting. Midwest Book Review , Math concepts can be hard for me to absorb when I'm learning them, not to mention trying to teach them to someone else. After reading this book, though, I have found a sense of confidence and security that I can teach this rigorous subject, and I can teach it using these inspiring strategies. My goal for my students is to help them gain full ownership of mathematical learning. Using strategies like discussing the theories in math and coming up with questions (rather than just providing answers), as Tracy Johnston Zager writes about in Becoming the Math Teach You Wish You'd Had , makes it more likely I will succeed. Emmy Avery Witham is a student at College of the Atlantic in Bar Harbor, ME and is studying to be a certified teacher., This post is about Tracy Zager''s most excellent book, Becoming the Math Teacher You Wish You''d Had . I actually finished reading it back in January, and I live-tweeted my reading as I went. The process culminated with this tweet: I''ve just finished reading your #becomingmath book @TracyZager. This is the bit I liked: That''s what I thought about it at the time, but I haven''t sat down to organise my thoughts on it. Until now. I was first drawn to the book based entirely on its contents page. Check this out: Chapter 1: Breaking the Cycle Chapter 2: What Do Mathematicians Do? Chapter 3: Mathematicians Take Risks Chapter 4: Mathematicians Make Mistakes Chapter 5: Mathematicians Are Precise Chapter 6: Mathematicians Rise to a Challenge Chapter 7: Mathematicians Ask Questions Chapter 8: Mathematicians Connect Ideas Chapter 9: Mathematicias Use Intuition Chapter 10: Mathematicians Reason Chapter 11: Mathematicians Prove Chapter 12: Mathematicians Work Together and Alone Chapter 13: "Favourable Conditions" for All Maths Students Is this not awesome? Here was a list articulating things about maths that I know are important and yet that I''ve struggled to articulate all my life as a mathematician and maths educator. Many of them cut straight to the heart of the difference between how I experience mathematics and how it usually is experienced in a classroom. "Mathematicians use intuition" you say? Well, yes. Yes we do. But many a maths classroom is about following rules and avoiding the need for intuition. "Mathematicians work together" you say? Well, yes. Yes we do. But so many students think maths is only a solitary activity. "Mathematicians make mistakes" you say? Well, yes. Yes we do. But mistakes are feared and avoided in most maths classes. "Mathemaicians connect ideas" you say? Well, yes. Yes we do. But so many maths curriculums are just so many piles of disconnected procedures, even here at my own university. The contents page promised a book about the most important aspects of mathematical work and thinking, and a hope that it would give ways to bring these into the experiences of students in all maths classrooms. And the hope was made real. Each chapter starts out comparing how mathematicians talk about what they do and what students'' experience of it is. Then it moves on to detailed examples of the aspect of maths thinking in action in real classrooms, as well as strategies to encourage it both in your students and in yourself as a teacher. I didn''t expect to see this last point about encouraging these attitudes and thinking in yourself as a teacher. Yet it is the most compelling feature of the book for me. Indeed, I don''t think the book would have had nearly the impact it had on me (or the impact I see it having on others) without this constant message that to help your students experience maths differently, then you yourself need to experience it differently too. More than this, Tracy doesn''t just make this need clear, but actively and compassionately empowers us to seek out ways to fill it. "Somewhere inside you is a child who used to play with numbers, patterns and shapes. Reconnecting with your inner mathematician will improve your teaching and benefit your students, and it will also benefit you." -- Tracy Zager, Becoming the Math Teacher You Wish You''d Had, p39 ? Posted on May 10, 2017 by David Butler, This post is about Tracy Zager''s most excellent book, Becoming the Math Teacher You Wish You''d Had . I actually finished reading it back in January, and I live-tweeted my reading as I went. The process culminated with this tweet: I''ve just finished reading your #becomingmath book @TracyZager. This is the bit I liked: That''s what I thought about it at the time, but I haven''t sat down to organise my thoughts on it. Until now. I was first drawn to the book based entirely on its contents page. Check this out: Chapter 1: Breaking the Cycle Chapter 2: What Do Mathematicians Do? Chapter 3: Mathematicians Take Risks Chapter 4: Mathematicians Make Mistakes Chapter 5: Mathematicians Are Precise Chapter 6: Mathematicians Rise to a Challenge Chapter 7: Mathematicians Ask Questions Chapter 8: Mathematicians Connect Ideas Chapter 9: Mathematicias Use Intuition Chapter 10: Mathematicians Reason Chapter 11: Mathematicians Prove Chapter 12: Mathematicians Work Together and Alone Chapter 13: "Favourable Conditions" for All Maths Students Is this not awesome? Here was a list articulating things about maths that I know are important and yet that I''ve struggled to articulate all my life as a mathematician and maths educator. Many of them cut straight to the heart of the difference between how I experience mathematics and how it usually is experienced in a classroom. "Mathematicians use intuition" you say? Well, yes. Yes we do. But many a maths classroom is about following rules and avoiding the need for intuition. "Mathematicians work together" you say? Well, yes. Yes we do. But so many students think maths is only a solitary activity. "Mathematicians make mistakes" you say? Well, yes. Yes we do. But mistakes are feared and avoided in most maths classes. "Mathemaicians connect ideas" you say? Well, yes. Yes we do. But so many maths curriculums are just so many piles of disconnected procedures, even here at my own university. The contents page promised a book about the most important aspects of mathematical work and thinking, and a hope that it would give ways to bring these into the experiences of students in all maths classrooms. And the hope was made real. Each chapter starts out comparing how mathematicians talk about what they do and what students'' experience of it is. Then it moves on to detailed examples of the aspect of maths thinking in action in real classrooms, as well as strategies to encourage it both in your students and in yourself as a teacher. I didn''t expect to see this last point about encouraging these attitudes and thinking in yourself as a teacher. Yet it is the most compelling feature of the book for me. Indeed, I don''t think the book would have had nearly the impact it had on me (or the impact I see it having on others) without this constant message that to help your students experience maths differently, then you yourself need to experience it differently too. More than this, Tracy doesn''t just make this need clear, but actively and compassionately empowers us to seek out ways to fill it. "Somewhere inside you is a child who used to play with numbers, patterns and shapes. Reconnecting with your inner mathematician will improve your teaching and benefit your students, and it will also benefit you." -- Tracy Zager, Becoming the Math Teacher You Wish You''d Had, p39 Posted on May 10, 2017 by David Butler, This post is about Tracy Zager's most excellent book, Becoming the Math Teacher You Wish You'd Had . Each chapter starts out comparing how mathematicians talk about what they do and what students' experience of it is. Then it moves on to detailed examples of the aspect of maths thinking in action in real classrooms, as well as strategies to encourage it both in your students and in yourself as a teacher. I didn't expect to see this last point about encouraging these attitudes and thinking in yourself as a teacher. Yet it is the most compelling feature of the book for me. Indeed, I don't think the book would have had nearly the impact it had on me (or the impact I see it having on others) without this constant message that to help your students experience maths differently, then you yourself need to experience it differently too. More than this, Tracy doesn't just make this need clear, but actively and compassionately empowers us to seek out ways to fill it. "Somewhere inside you is a child who used to play with numbers, patterns and shapes. Reconnecting with your inner mathematician will improve your teaching and benefit your students, and it will also benefit you." -- Tracy Zager, Becoming the Math Teacher You Wish You'd Had, p39 -David Butler, Tracy skillfully blends academic research, illuminating classroom dialogues, the thoughts of mathematicians and maths educators, and her own perceptive observations. This seamless mix is a real strength of the book; we not only see what habits are important and why, but how they can be enacted through specific teaching strategies, and the powerful effects they have on our students' development as confident and capable mathematicians. The reader can't help but be inspired by the teachers that Tracy holds up as exemplars of good practice... I can confidently say that, alongside 'Thinking Mathematically' (Mason, Burton and Stacey, 1982; 2010), Tracy's book will become a cornerstone for my teaching. It is a gift to all maths teachers. -Dr Amie Albrecht, "Revel in the treasures each chapter offers and let it inspire your own curiosity about children's mathematician ideas...Your copy will become dog-eared, taped, scribbled on, and referenced over and over again." -Elham Kazem, This post is about Tracy Zager''s most excellent book, Becoming the Math Teacher You Wish You''d Had . I actually finished reading it back in January, and I live-tweeted my reading as I went. The process culminated with this tweet: I''ve just finished reading your #becomingmath book @TracyZager. This is the bit I liked: That''s what I thought about it at the time, but I haven''t sat down to organise my thoughts on it. Until now. I was first drawn to the book based entirely on its contents page. Check this out: Chapter 1: Breaking the Cycle Chapter 2: What Do Mathematicians Do? Chapter 3: Mathematicians Take Risks Chapter 4: Mathematicians Make Mistakes Chapter 5: Mathematicians Are Precise Chapter 6: Mathematicians Rise to a Challenge Chapter 7: Mathematicians Ask Questions Chapter 8: Mathematicians Connect Ideas Chapter 9: Mathematicias Use Intuition Chapter 10: Mathematicians Reason Chapter 11: Mathematicians Prove Chapter 12: Mathematicians Work Together and Alone Chapter 13: "Favourable Conditions" for All Maths Students Is this not awesome? Here was a list articulating things about maths that I know are important and yet that I''ve struggled to articulate all my life as a mathematician and maths educator. Many of them cut straight to the heart of the difference between how I experience mathematics and how it usually is experienced in a classroom. "Mathematicians use intuition" you say? Well, yes. Yes we do. But many a maths classroom is about following rules and avoiding the need for intuition. "Mathematicians work together" you say? Well, yes. Yes we do. But so many students think maths is only a solitary activity. "Mathematicians make mistakes" you say? Well, yes. Yes we do. But mistakes are feared and avoided in most maths classes. "Mathemaicians connect ideas" you say? Well, yes. Yes we do. But so many maths curriculums are just so many piles of disconnected procedures, even here at my own university. The contents page promised a book about the most important aspects of mathematical work and thinking, and a hope that it would give ways to bring these into the experiences of students in all maths classrooms. And the hope was made real. Each chapter starts out comparing how mathematicians talk about what they do and what students'' experience of it is. Then it moves on to detailed examples of the aspect of maths thinking in action in real classrooms, as well as strategies to encourage it both in your students and in yourself as a teacher. I didn''t expect to see this last point about encouraging these attitudes and thinking in yourself as a teacher. Yet it is the most compelling feature of the book for me. Indeed, I don''t think the book would have had nearly the impact it had on me (or the impact I see it having on others) without this constant message that to help your students experience maths differently, then you yourself need to experience it differently too. More than this, Tracy doesn''t just make this need clear, but actively and compassionately empowers us to seek out ways to fill it. "Somewhere inside you is a child who used to play with numbers, patterns and shapes. Reconnecting with your inner mathematician will improve your teaching and benefit your students, and it will also benefit you." -- Tracy Zager, Becoming the Math Teacher You Wish You''d Had, p39 Posted on May 10, 2017 by David Butler , Becoming the Math Teacher You Wish You'd Had: Ideas and Strategies from Vibrant Classrooms addresses the common gap between mathematicians who perceive math as creative and fun and students who view it is boring at best and frustrating at worst, and helps teachers move students from dull math classes to more vibrant, lively productions. The author spent years with many math teachers in a wide range of settings and grades to collect the successful strategies that would reach grades K-8 through this collection. Chapters offer examples of innovative teaching methods, measurable results in improving math comprehension and usage, and include strategies, examinations of conjectures, and tips on how to lead math students to make new, exciting connections. The result is a powerful survey highly recommended for any math instructor seeking specific keys to not just teaching the basics, but making math relevant and exciting. -Midwest Book Review, Becoming the Math Teacher You Wish You'd Had: Ideas and Strategies from Vibrant Classrooms addresses the common gap between mathematicians who perceive math as creative and fun and students who view it is boring at best and frustrating at worst, and helps teachers move students from dull math classes to more vibrant, lively productions. The author spent years with many math teachers in a wide range of settings and grades to collect the successful strategies that would reach grades K-8 through this collection. Chapters offer examples of innovative teaching methods, measurable results in improving math comprehension and usage, and include strategies, examinations of conjectures, and tips on how to lead math students to make new, exciting connections. The result is a powerful survey highly recommended for any math instructor seeking specific keys to not just teaching the basics, but making math relevant and exciting. Midwest Book Review
Table of Content
Breaking the Cycle; 2: What Do Mathematicians Do?; 3: Mathematicians Take Risks; 4: Mathematicians make mistakes; Mathematicians are Precise; 6: Mathematicians Rise To A Challenge; 7: Mathematicians Ask Questions; 8: Mathematicians Connect Ideas; 9: Mathematicians USE Intuition; 10: Mathematicians Reason; 11: Mathematicians Prove; 12: Mathematicians Work Together and Alone; 13: "Favorable Conditions" for all math students
Copyright Date
2017
Target Audience
Scholarly & Professional
Topic
Study & Teaching, General, Training & Certification
Lccn
2016-018738
Dewey Decimal
510.71
Dewey Edition
23
Illustrated
Yes
Genre
Education, Mathematics
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De verkoper neemt de volledige verantwoordelijkheid voor deze aanbieding.
eBay-objectnummer:285458070098
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San Gabriel, California, Verenigde Staten
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Great to carry on trips, easy to handle, no plastic taste, good green tea, love that there is no addives to tea, especially sugar.
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Refunded and no reason given.
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The seller cancelled this order through no fault of his own. He did send me a note telling me what happened and I appreciate that.