Explain this
The Elephant in the Classroom: Helping Children Learn and Love Mathematics
How the publisher describes it:
“Why do millions struggle with mathematics and what can teachers do to change that? Jo Boaler has followed the progress of thousands of pupils in two countries (the UK and USA), monitoring how they learn maths through their school carers and then following them into adult life. This remarkable research is the foundation of her investigations into the impact that differing maths experiences can have on an entire generation.”
Review by Paula Stone
In brief:
This book is aimed at parents, teachers and educationalists, and as it works on many levels, it does indeed have something for all audiences. For parents, it presents an alternative view of learning and teaching of mathematics to that usually reported in the media i.e. that mathematics classrooms should be places of quiet, industrial and individual activity and testing helps children make progress. It is essential reading for all those teachers who have a dogmatic view of the learning and teaching of mathematics in school bound up in procedure and ‘right and wrong’. This book should be on every Initial Teacher Education reading list as it addresses many of the issues concerning young teachers today. An additional benefit of the book is that not only does it present evidence of research, but there are also suggestions for inspirational and intriguing mathematical activities that engage the reader as they journey through the book.
“ I found my self absorbed in these activities as I was reading, losing chunks of time to problem solving.”
In this book, Jo Boaler presents an honest and largely critical perspective of teaching and learning of mathematics in England within the current policy landscape. She then provides the reader with alternative approaches to the teaching and learning of mathematics in our schools, based on a philosophy that puts the ability to solve problems at the heart of mathematics. Her arguments supported by her own robust research, here and in the US, and wider academic research (largely US based) in mathematics learning and teaching enables her to present a very strong case for change.
Although Jo Boaler offers a largely instrumentalist/reconstructionist perspective of mathematics i.e. that maths is to prepare young people for the future. Underlying her assertions is a very strong belief that young people should love mathematics for its own sake. This is particularly evident in the opening paragraphs of chapter one, where Boaler creates a lovely sense of awe and wonder through the intriguing story of Andrew Wiles and his quest to find the solution to Fermat’s Last Theorem which sets the context for the whole book.
Chapters 2 and 3 present a highly critical stance to the passive approaches used in the teaching and learning of mathematics in school and the target driven rationale behind it. Two alternative approaches to the teaching and learning of mathematics are proposed which, based on her research, have lead Boaler to conclude have increased pupil enjoyment and lead to improved attainment; a project based approach and communicative approach. More details of these studies can be found in her other books ‘Experiencing School Mathematics’ and ‘What’s Math got to do with it?’ Rather ingeniously in the representation of the case studies in outlined in Chapter 3 Boaler manages to address some of the misconceptions surrounding algebra that contributes to the difficulties that many learners have in this area of mathematics. I found my self absorbed in these activities as I was reading, losing chunks of time to problem solving.
Chapters 4, 7, 8 and 9 relate not only to teachers of mathematics but also to parents. Chapter 4 illustrates how the use of testing is driving mathematics learning and teaching in our schools, and is in fact reducing rather than increasing attainment through a narrow and repetitive curriculum, something that many parents may not be aware of. Chapters 7 and 8 present some alternative learning and teaching approaches that will inspire children, and parents alike, to engage in mathematical endeavour. And most importantly Chapter 9 emphasises the importance of teachers and parents working together, places a responsibility on parents to put pressure on parents and schools to look at how they teach mathematics – she even goes as far as presenting ‘scripts’ to enable and embolden parents to talk to their child’s class teacher.
The concluding paragraph ends with a plea for parents, teachers and educationalists to join forces to make sure children and young people have a positive relationship with mathematics through engaging in a culture that stimulates interest and develops reasoning skills.
Jo Boaler is obviously extremely passionate about her philosophy of mathematics learning and teaching and I agree with her wholeheartedly on every issue. However, my one criticism of the book is that it presents what seems to be a simple solution to these issues when in fact this shift in pedagogy and practice has got to be supported by government policy.
Paula Stone • Senior Lecturer Primary Education (Mathematics), Canterbury Christ Church University
Paperback: 288 pages
Publisher: Souvenir Press Ltd (17 Feb 2010)
Language English
ISBN-10: 0285638750
ISBN-13: 978-0285638754
Product Dimensions: 21 x 13 x 2.2 cm
