Steve Benson – författare

Engaging in mathematical investigations yourself will help you be a better mathematics teacher! National, state, and local curriculum requirements and recommendations increasingly emphasize active student involvement in exploratory investigations. Teachers now face new demands when they field unexpected student discoveries, determine when some open-ended activity has played out its usefulness or is just on the verge of paying off in a major way, and judge which student-initiated directions are likely to lead to development of important mathematical ideas and which are dead ends. These pedagogical judgments depend heavily on deep mathematical knowledge. Ways to Think About Mathematics uses immersion experiences in algebra, geometry, and statistics to help mathematics teachers improve their knowledge and understanding of mathematical concepts. By experiencing open-ended problems, making and checking conjectures, and evaluating problem solving strategies, every math teacher can become better prepared to deal with day-to-day classroom decisions. Funded by the National Science Foundation and successfully field-tested in a wide variety of professional development and preservice settings, the materials in this book integrate mathematical thinking, effective teaching practices, and explicit connections to exemplary curricula. Because it is aligned with the principles and standards of the National Council of Teachers of Mathematics but is not fixed to any single curriculum, the materials in this book can be aligned with any state or district standards. Emphasizing all components of mathematical investigation, this accessible volume focuses on: Mathematical ways of thinking Discovering connections between mathematical ideas Posing and analyzing problems Making, modifying, testing, and proving conjectures Linking higher level mathematics to the content of grade 6-12 classrooms Ways to Think About Mathematics gives teachers the opportunity to grow as learners and teachers of mathematics by including problems for teachers to explore as well as selected "Problems for the Classroom" for the classes they teach.

Engaging in mathematical investigations yourself will help you be a better mathematics teacher! National, state, and local curriculum requirements and recommendations increasingly emphasize active student involvement in exploratory investigations. Teachers now face new demands when they field unexpected student discoveries, determine when some open-ended activity has played out its usefulness or is just on the verge of paying off in a major way, and judge which student-initiated directions are likely to lead to development of important mathematical ideas and which are dead ends. These pedagogical judgments depend heavily on deep mathematical knowledge. Ways to Think About Mathematics uses immersion experiences in algebra, geometry, and statistics to help mathematics teachers improve their knowledge and understanding of mathematical concepts. By experiencing open-ended problems, making and checking conjectures, and evaluating problem solving strategies, every math teacher can become better prepared to deal with day-to-day classroom decisions. Funded by the National Science Foundation and successfully field-tested in a wide variety of professional development and preservice settings, the materials in this book integrate mathematical thinking, effective teaching practices, and explicit connections to exemplary curricula. Because it is aligned with the principles and standards of the National Council of Teachers of Mathematics but is not fixed to any single curriculum, the materials in this book can be aligned with any state or district standards. Emphasizing all components of mathematical investigation, this accessible volume focuses on: Mathematical ways of thinking Discovering connections between mathematical ideas Posing and analyzing problems Making, modifying, testing, and proving conjectures Linking higher level mathematics to the content of grade 6-12 classrooms Ways to Think About Mathematics gives teachers the opportunity to grow as learners and teachers of mathematics by including problems for teachers to explore as well as selected "Problems for the Classroom" for the classes they teach.

"What is so exciting about the Secondary Lenses on Learning materials is how the process brings together a team to collect and analyze data and form an action plan."—Dan Chazan, Associate Professor of Curriculum and InstructionUniversity of Maryland"To quote the principal from one school team that participated in our pilot program: ′Unlike most schools in the state, my school saw growth in our mathematics student achievement this year. The Secondary Lenses on Learning seminar was extremely valuable in improving skills for staff and learning for students.′"—Linda Foreman, DirectorTeachers Development GroupLead a successful mathematics program to help all students realize their full potential!This participant book, in combination with the facilitator′s guide, forms a comprehensive professional development program designed to improve the efforts of site-based mathematics leadership teams for middle and high schools. Secondary Lenses on Learning prepares leaders to explore concepts in middle and high school algebra as a window into content, instruction, and assessment. You will learn how to assess the strengths and needs of your mathematics programs, set goals, and generate plans for ongoing improvement by engaging in extended explorations and conversations based on readings, problem-based activities, cases, and videos. The participant book contains:Three observation and reflection toolsIntroductory essays and Big Ideas corresponding to each of the six sessions of the seminarRelevant, accessible, and thought-provoking readings that bring current research and knowledge into the seminarA comprehensive set of data collection and reflection tools designed to inform leaders′ plans for improving the mathematics program at their siteThis innovative program provides the tools to examine the leadership tasks and responsibilities that contribute to an effective mathematics program and authentic reform within any school district.