Fran Arbaugh – författare

You just signed your first contract to teach secondary maths. You’re excited, but you probably have many questions and concerns: What do I do when students don’t “get” the lesson? How can I help students who struggle with math that they supposedly learned in elementary school? How do I arrange for students who are absent to make up the work? Do I assign seating or let students choose their seats? Should I have students work in groups? How much homework should I assign—and how much should I grade?Though you may envision your classroom as a place where students engage with mathematics and learn important content, you may also worry about how your teaching will actually play out—how you and your students will interact and what they will learn. Based on classroom observations and interviews with seasoned and beginning teachers, this highly useful book offers valuable suggestions to improve your teaching and your students’ opportunities to learn.The authors explore both the visible and invisible aspects of teaching and offer proven strategies to make the work meaningful—not merely manageable. Success from the start means being prepared from the start. This book not only teaches you how to be an effective maths teacher but also gives you the tools to do it well.

(Orginally published in 2008)The 14 chapters in this monograph provide support for mathematics teacher educators in both their Practical Knowledge and their Professional Knowledge. Individually, these articles provide insights into advancing our thinking about professional development, teacher preparation, and program development. Collectively, they have the potential to help the field of mathematics teacher education move forward in framing effective practices in mathematics teacher education and developing a focused, cohesive research agenda. ATME's Monograph 5, therefore, is a superb resource for mathematics teacher education.

(Orginally published in 2008)The 14 chapters in this monograph provide support for mathematics teacher educators in both their Practical Knowledge and their Professional Knowledge. Individually, these articles provide insights into advancing our thinking about professional development, teacher preparation, and program development. Collectively, they have the potential to help the field of mathematics teacher education move forward in framing effective practices in mathematics teacher education and developing a focused, cohesive research agenda. ATME's Monograph 5, therefore, is a superb resource for mathematics teacher education.