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Beyond classical pedagogy. Teaching elementary school mathematics. (English)
Studies in Mathematical Thinking and Learning Series. Mahwah, NJ: Erlbaum (ISBN 978-0-8058-3570-0/hbk; 978-0-8058-3571-7/pbk). 321 p. (2001).
The emergence of the American National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. But there is still little knowledge about the alternative forms of instruction that have evolved from the recent widespread efforts to reform mathematics education. This book reports on the current state of knowledge about these new instructional practices, which differ in significant ways from the traditional pedagogy that has permeated mathematics education in the past. This book provides a research-based view of the nature of facilitative teaching in its relatively mature form, along with opposing views and critiques of this form of pedagogy. The focus is on elementary school mathematics classrooms. Research and insights from three disciplinary perspectives are presented: The psychological perspective centers on facilitative teaching as a process of teachers’ learning: the mathematical perspective focuses on the nature of the mathematical knowledge teachers need to engage in this form of teaching: the sociological perspective attends to the interactive process of meaning construction as teachers and students create intellectual communities in their classrooms. The chapters of this book are written by various authors and they are reviewed individually in ZDM/MATHDI.
Classification: D32
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