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008			100301s2010 xxu| s |||| 0|eng d
020			_a9780387097428 _9978-0-387-09742-8
040			_cMX-MeUAM
050		4	_aLC8-6691
082	0	4	_a370 _223
100	1		_aBrodie, Karin. _eeditor.
245	1	0	_aTeaching Mathematical Reasoning in Secondary School Classrooms _h[recurso electrónico] / _cedited by Karin Brodie.
264		1	_aBoston, MA : _bSpringer US, _c2010.
300			_aXIV, 225 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_ato Part 1 -- Teaching Mathematical Reasoning: A Challenging Task -- Contexts, Resources, and Reform -- to Part 2 -- Mathematical Reasoning Through Tasks: Learners’ Responses -- Learning Mathematical Reasoning in a Collaborative Whole-Class Discussion -- Classroom Practices for Teaching and Learning Mathematical Reasoning -- Teaching Mathematical Reasoning with the Five Strands -- Teaching the Practices of Justification and Explanation -- to Part 3 -- Learner Contributions -- Teacher Responses to Learner Contributions -- Dilemmas of Teaching Mathematical Reasoning -- Learner Resistance to Teacher Change -- Conclusions and Ways Forward: The “Messy” Middle Ground.
520			_aFor too many students, mathematics consists of facts in a vacuum, to be memorized because the instructor says so, and to be forgotten when the course of study is completed. In this all-too-common scenario, young learners often miss the chance to develop skills—specifically, reasoning skills—that can serve them for a lifetime. The elegant pages of Teaching Mathematical Reasoning in Secondary School Classrooms propose a more positive solution by presenting a reasoning- and discussion-based approach to teaching mathematics, emphasizing the connections between ideas, or why math works. The teachers whose work forms the basis of the book create a powerful record of methods, interactions, and decisions (including dealing with challenges and impasses) involving this elusive topic. And because this approach shifts the locus of authority from the instructor to mathematics itself, students gain a system of knowledge that they can apply not only to discrete tasks relating to numbers, but also to the larger world of people and the humanities. A sampling of the topics covered: Whole-class discussion methods for teaching mathematics reasoning. Learning mathematical reasoning through tasks. Teaching mathematics using the five strands. Classroom strategies for promoting mathematical reasoning. Maximizing student contributions in the classroom. Overcoming student resistance to mathematical conversations. Teaching Mathematical Reasoning in Secondary School Classrooms makes a wealth of cutting-edge strategies available to mathematics teachers and teacher educators. This book is an invaluable resource for researchers in mathematics and curriculum reform and of great interest to teacher educators and teachers.
650		0	_aEducation.
650		0	_aCurriculum planning.
650		0	_aMathematics.
650	1	4	_aEducation.
650	2	4	_aMathematics Education.
650	2	4	_aTeaching and Teacher Education.
650	2	4	_aLearning & Instruction.
650	2	4	_aCurriculum Studies.
650	2	4	_aEducation (general).
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387097411
856	4	0	_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-0-387-09742-8
596			_a19
942			_cLIBRO_ELEC
999			_c198056 _d198056