Explain this
Learning Mathematics: Issues, Theory, and Classroom Practice
How the publisher describes it:
“Written from the viewpoint of the maths teacher, this book provides answers to many questions that plague teachers. Each chapter explores a particular issue that illustrates the interaction between theory and practice. New Chapters have been includes on cognition, pattern and ICT.”
Review by Karen Hancock
In brief:
This is a book well worth a read for new and experienced teachers alike. It will give you a chance to question your views on teaching and learning Mathematics. And it might even encourage you to try something different in your classroom.
“This is an interesting read for any mathematics teacher”
“What do you consider are the most effective teaching methods for promoting the learning of mathematics? (These beliefs might change as a result of reading this book!)”
This is the first of several questions for discussion that Adrian Orton poses in this book on ‘Learning Mathematics’.
In this book Orton poses and suggests how we might go about answering the questions: Must we wait until pupils are ready? Can pupils discover Mathematics for themselves? Is an appreciation of Pattern important in Learning? Why do some pupils achieve more than others?
Linking practice and theory in a reissue of a book, first published in 1987, Orton discusses a series of questions related to Mathematics learning (and teaching).
This is an interesting read for any mathematics teacher. It considers the constraints of the National Curriculum throughout its analysis and has within its pages some useful teaching ideas, especially in relation to problem solving.
At the end of every chapter Orton offers suggestions for further reading and ‘Questions of Discussion’ - a chance for you to stop and take stock of how you relate to what he has said in the previous 20 pages.
This is a book well worth a read for new and experienced teachers alike. It will give you a chance to question your views on teaching and learning Mathematics. And it might even encourage you to try something different in your classroom.
This is far more than another book full of education theory - it refers to classroom practice in enough detail to be an interesting and informative read.
Karen Hancock • Assistant Head of Maths, Howard of Effingham School
Paperback: 242 pages
Publisher: Continuum International Publishing Group Ltd.; 3Rev Ed edition (14 Oct 2004)
Language English
ISBN-10: 0826471145
ISBN-13: 978-0826471147
Product Dimensions: 24.1 x 16.8 x 2 cm
