MTH 4960: Senior Seminar in Elementary Mathematics: Books

This document was created because of the need for new assessment strategies and practices to be developed to enable teachers and others to assess students' performance in a manner that reflects the NCTM's reform vision for school mathematics. Instead of assuming that the purpose of assessment is to rank students on a particular trait, the new approach assumes that high public expectations can be set that every student can strive for and achieve, that different performances can and will meet agreed-on expectations, and that teachers can be fair and consistent judges of diverse student performances.

Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment offers what every mathematics teacher educator or supervisor has been looking for. Ideally suited for use with students who are taking a methods course or who are student teaching, this activity-oriented, research-based text supplies detailed observation instruments that preservice teachers can use when they observe other teachers.

Effective Strategies in the Teaching of Mathematics is essential reading for candidates intending to be teachers of middle and high school mathematics. It provides a standard-based approach to the teaching of mathematics in realistic situations and should be part of the library collection of all those who with to teach well.

This single-volume reference is designed for readers and researchers investigating national and international aspects of mathematics education at the elementary, secondary, and post-secondary levels. It contains more than 400 entries, arranged alphabetically by headings of greatest pertinence to mathematics education. The scope is comprehensive, encompassing all major areas of mathematics education, including assessment, content and instructional procedures, curriculum, enrichment, international comparisons, and psychology of learning and instruction.

This Handbook picks up where the very important 1992 Handbook of Research on Mathematics Teaching and Learning ends, focusing on research contributions and trends during the past 15 years. The intent of the authors of this volume was to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work.

Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights into how we might develop an effective sociocultural approach to equity in math education.