Fear of math

Sample

Sophia R. Cohen

"This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding the learning that takes a teacher from a more traditional teaching practice to one that is focused on the ideas and understandings that students and teachers have of the subject matter." "The work emerges from and reports on a unique data set from a two-year study of teacher learning that was funded by the Spencer and MacArthur foundations. The teachers whose work is at the center of this study were participants in the Developing Mathematical Ideas seminar (DMI), a mathematics teacher development seminar for elementary school teachers. This seminar is one example of intensive, domain-specific professional development. In this seminar teachers study elementary mathematics content to deepen their own understanding of it, they study the development among children of the ideas central to elementary mathematics, and they experience a teaching and learning environment consistent with the pedagogy envisioned by the National Council for Teachers of Mathematics' Principles and Standards for School Mathematics. The seminar is a nationally available teacher development curriculum, thus interested educators can gain access to the resources necessary to offer similar seminars in their own communities." "Teachers' Professional Development and the Elementary Mathematics Classroom: Bringing Understandings to Light will be widely interesting to a broad audience, including mathematics teacher educators, teacher education researchers, policy makers, and classroom teachers. It will serve well as a text in a range of graduate courses dealing with teacher cognition/knowledge for teaching, mathematics methods, psychology of learning, and pedagogical theory."--Jacket.

Sample

David A. Sousa

Highly respected author and researcher David A. Sousa explains the latest neuroscientific findings in practical, understandable terms and discusses the impact this information has for teaching mathematics at all grade levels. This book covers the cognitive mechanisms for learning mathematics, the environmental and developmental factors that contribute to mathematics difficulties, and ways to differientiate mathematics instruction. -- BACK COVER.

Sample

James T. Kinard, Sr., Alex Kozulin

This book demonstrates how rigorous mathematical thinking can be fostered through the development of students’ cognitive tools and operations. Though this approach can be applied in any classroom, it seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children’s cognitive functions cannot be viewed as following a natural maturational path: They should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches that allow such an active construction of cognitive functions: Vygotsky’s theory of psychological tools and Feuerstein’s concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by students with a history of educational failure who were considered hopeless underachievers. James T. Kinard, Sr., earned his Ph.D. in electroanalytical chemistry from Howard University and is president of Innovations for the Development of Cognitive Literacy, Inc., Chicago, Illinois. He developed and implemented the Rigorous Mathematical Thinking program and is a certified trainer of the Feuerstein cognitive development program, Instrumental Enrichment. He lectures at international cognitive enrichment workshops in the United States, Canada, the United Kingdom, France, The Netherlands, and India. Alex Kozulin is research director of the International Center for the Enhancement of Learning Potential in Jerusalem, Israel, and teaches at Tel Aviv University and Hebrew University. He held an academic appointment at Boston University, was a visiting professor at the University of Exeter and at the University of Witwatersrand, and was a visiting scholar at Harvard University. Dr.Kozulin is author of Vygotsky’s Psychology: A Biography of Ideas (1990) and Psychological Tools: A Sociocultural Approach to Education (1998).

Sample

Matt Tran from Engineered Truth

"Just graduated college? Still waiting for the perfect job that was supposed to be dropped in your lap after the graduation ceremony? Wondering when you get to start that marvelous and rewarding career you always dreamed about? New Grad Job Hacks is here to help. Career expert YouTuber and blogger Matt Tran, takes you step-by-step through how to make the most of your degree. Tran's blog www.engineeredtruth.com has helped thousands of new grads figure out their best paths to fulfilling careers. In New Grad Job Hacks, Tran guides us from job fairs to social media, from internships to job shadowing and teaches how to research companies, interview, negotiate, and get that job offer you always wanted."--provided from Amazon.com.