Free PDF Teaching Mathematics in Grades 6 - 12: Developing Research-Based Instructional Practices, by Randall E. Groth
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Teaching Mathematics in Grades 6 - 12: Developing Research-Based Instructional Practices, by Randall E. Groth
Free PDF Teaching Mathematics in Grades 6 - 12: Developing Research-Based Instructional Practices, by Randall E. Groth
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Teaching Mathematics in Grades 6 - 12 by Randall E. Groth explores how research in mathematics education can inform teaching practice in grades 6-12. The author shows preservice mathematics teachers the value of being a "researcher―constantly experimenting with methods for developing students' mathematical thinking―and connecting this research to practices that enhance students' understanding of the material. Ultimately, preservice teachers will gain a deeper understanding of the types of mathematical knowledge students bring to school, and how students' thinking may develop in response to different teaching strategies.
- Sales Rank: #942682 in Books
- Brand: Brand: SAGE Publications, Inc
- Published on: 2012-08-10
- Original language: English
- Number of items: 1
- Dimensions: 10.90" h x .80" w x 8.40" l, 2.40 pounds
- Binding: Paperback
- 512 pages
- Used Book in Good Condition
About the Author
Randall E. Groth is an Associate Professor at Salisbury University. He brings to the book the experience of a former secondary school mathematics teacher, a current supervisor of student teachers, and a university perspective as secondary-level mathematics educator. As a former secondary teacher, Groth taught all levels of mathematics from remedial pre-algebra, algebra, and geometry to advanced placement calculus. As a supervisor of student teachers, he has seen firsthand the difficulties prospective teachers have as they enter the profession. As a university faculty member, he has taught mathematics education courses for prospective teachers for the past ten years. Groth has also published over 30 articles in peer-reviewed venues for mathematics education and received a distinguished faculty award as recognition of his strengths in teaching, scholarship, and service.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Great source to consider for a Secondary Mathematics Methods Course
By Usha Kotelawala
Groth has brought together important elements of research supported practices for teaching mathematics and this is combined with samples of four-column lesson plans. Currently I plan to use this in my next methods course. Below are a few highlighted features - both strengths and areas to improve. By the way as of writing this, I don't know Groth and I had to google to see whether Salisbury was in the US.
Some Specific Strengths
Grounding in mathematical habits of mind broken into different discussions for number and operations, algebra, geometry, statistics and probability citing important sources such as Driscoll,
Four sample lesson plans at the conclusion of each of the five content-focused chapters.
A segment on teaching through problem solving is included as central in the classroom.
When references are given at the end of a chapter, Groth adds a brief description of the source.
He provides useful samples of what several reform-oriented curricula look like.
Groth has included appropriate sets of both mathematical tasks and pedagogical tasks. Important questions are demonstrated such as "Solve the problem in two different ways... Which way of solving is more efficient? Justify your position"
A Few Areas to Improve:
A few more citations behind each of the myths or "Assumptions" discussions held about learning mathematics. These are big issues and it would be useful to show more than one researcher debunking the myth.
Groth should consider a deeper segment on teacher questioning and add examples to the lesson plans. I'd refer him to Driscoll (1999) for guidance on this.
Still a bit more on helping new teachers recognize when a lesson is genuinely based in problem solving and perhaps some discussion on how teachers balance relevant algorithmic practice with central problem solving - this would be useful.
While the source "Adding It Up" is mentioned in an appendix, I would hope that in a future edition Groth might recognize the importance of this work and consider sharing the strands of mathematical proficiency given.
The strengths outweigh the areas for improvement when I compare this to some other secondary methods books.
Usha Kotelawala, Ph.D. Mathematics Education - I currently develop curriculum for struggling 12th graders, provide professional development to a set of about 35 public schools, and I teach pre-service and in-service secondary teachers both content focused courses and a methods course.
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