|
Teaching and Learning Mathematics Together: Bringing Collaboration to the Centre of the Mathematics Classroom
Author: James Pietsch
Date Of Publication: Nov 2009
Isbn13: 978-1-4438-1354-9
Isbn: 1-4438-1354-0
Teachers of secondary mathematics are constantly being presented with new ideas about the teaching of mathematics in schools, ideas which often seem a long way from the reality of most mathematics classrooms. How can teachers bring these ideas into traditional classrooms where students are not necessarily that interested in mathematics--where students (and perhaps also teachers) are focused primarily on preparing for future assessment tasks? Teaching and Learning Mathematics together provides classroom teachers and trainee teachers with an introduction to the thinking behind some of these ideas. Drawing on the latest research in mathematics education and theories of learning and the experiences of teachers working in schools, James Pietsch puts forward a model for classroom activity based on collaboration rather than demonstration and practice. The model is put into practice and assessed drawing on the perspectives of teachers and students and comparisons between the collaborative classrooms and traditional classrooms. Teaching and Learning Mathematics together offers teachers an example of what reform principles might look like in practice--and what the benefits of such approaches might be for students and teachers alike.
James Pietsch has a background in psychology, mathematics and education having taught in secondary schools for six years as well as experience teaching tertiary courses on theories of learning, development and educational psychology. He received his doctorate at the University of Sydney and currently holds the position of Dean of Residents at New College, UNSW. He has lived at New College with his family for the past seven years.
"Are you passionate about teaching and learning mathematics? Describing students collaborating to learn mathematics in Australian classrooms, this is a must read for teachers, teachers in training and an important reference for researchers in the field. James Pietsch will stir your thinking. I cannot recommend it too highly."
- Lloyd Dawe BSc Dip Ed (Syd) MEd (hons,UNSW) PhD (Cambridge), formerly Associate Professor of Mathematics Education, University of Sydney
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
|
|
|
|
|
From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
|
|
Read more...
|
|
|
|
