Beyond Classical Pedagogy : Teaching Elementary School Mathematics

, by Wood, Terry; Nelson, Barbara Scott; Warfield, Janet E.

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ISBN: 9781410612335 | 1410612333
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Copyright: 2/12/2001

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Reports on current knowledge about the forms of teaching that have evolved from the efforts to reform mathematics education based on cognitive & social constructivist perspectives. New instructional practices are distinguished from traditional pedagogy.

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Preface
Setting the Stage and Raising Issues
Introduction
Teaching, With Respect to Mathematics and Students
Teaching Viewed From a Psychological Perspective: Teaching as Entailing Teachers' Learning
An Alternative Conception of Teaching for Understanding: Case Studies of Two First-Grade Mathematics Classes
Teaching as Learning Within a Community of Practice: Characterizing Generative Growth
Developing a Professional Vision of Classroom Events
Commentary 1 Questions and Issues
Teaching Viewed From the Discipline of Mathematics
Learning to See the Invisible: What Skills and Knowledge Are Needed to Engage With Students' Mathematical Ideas?
Where Mathematics Content Knowledge Matters: Learning About and Building on Children's Mathematical Thinking
Two Intertwined Bodies of Work: Conducting Research on Mathematics Teacher Development and Elaborating Theory of Mathematics Teaching/Learning
Commentary 2 Issues and Questions
Teaching Viewed From a Social and Cultural Perspective
Extending the Conception of Mathematics Teaching
Making Sense of Mathematics Teaching in Real Context
Commentary 3 Questions and Issues
What Do We Know About Teaching That Supports Students' Construction of Mathematical Knowledge and What Is Still Under Debate?
Constructing Facilitative Teaching
Constructivist Mathematics Instruction and Current Trends in Research on Teaching
Final Remarks
Table of Contents provided by Publisher. All Rights Reserved.

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Beyond Classical Pedagogy : Teaching Elementary School Mathematics

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Table of Contents

Supplemental Materials