Teaching Problems and the Problems of Teaching

ISBN-10: 0300099479
ISBN-13: 9780300099478
Edition: 2003
List price: $35.00 Buy it from $16.28
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Description: In this text Magdalene Lampert takes us into her fifth-grade maths class during the course of one year. She shows how classroom dynamics are critical in the process of bringing each student to a deeper understanding of maths or any other subject.

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Book details

List price: $35.00
Copyright year: 2003
Publisher: Yale University Press
Publication date: 3/11/2003
Binding: Paperback
Pages: 512
Size: 7.25" wide x 10.00" long x 1.25" tall
Weight: 2.2
Language: English

In this text Magdalene Lampert takes us into her fifth-grade maths class during the course of one year. She shows how classroom dynamics are critical in the process of bringing each student to a deeper understanding of maths or any other subject.

Acknowledgments
Understanding Teaching: Why Is It So Hard?
The Problems in Teaching
Teaching with Problems
Why Teach with Problems?
What I Teach with Problems
A Case of Teaching
An Instance of Teaching Practice
The Big Picture
Zooming In to a Lesson on Rate
Zooming Further In: Teaching Richard, Catherine, and Awad
Changing Focus: Teaching Anthony and Tyrone
Changing Focus Again: Teaching Ellie, Sam, and Yasu
From Narrative to Analysis
Why I Wrote This Book--and How
Isolation Versus Communication
Teaching as Working in Relationships: A Basic Model of Practice
Elaborating the Model: Teaching Across the Year, Across Students, and Across the Curriculum
An Unusual Research Program
Figuring out How to Display the Work of Teaching
Where Do Teaching Problems Arise?
Teaching to Establish a Classroom Culture
Arranging the Physical Environment to Support a Classroom Culture
Choosing Mathematical Content to Complement Culture-Building Practices
Zooming in on the First Mathematics Lesson of the Year
Zooming out to the First Week of School: Introducing Conditions, Conjectures, and Revision
Establishing Structures for Students' Independent and Collaborative Activities
Establishing Norms for Written Communication
What Kind of Work Is This?
Problems in Teaching in the Domain of Establishing Classroom Culture
Teaching While Preparing for a Lesson
Where to Begin, Mathematically?
Learning About My Students and Their Capacity to Study This Mathematics
Problems in Teaching in the Domain of Preparing a Lesson
Teaching While Students Work Independently
Teaching Problems in One-on-One Interactions with Students
Teaching Students to Study Collaboratively
Observing and Making Sense of the Range of Student Performance
Teaching Problems in the Domain of Supporting Students' Independent Work
Teaching Problems in Other Domains Caused by Students' Independent Work on Mathematics Problems
Teaching While Leading a Whole-Class Discussion
Teaching in the Moment so the Whole Class Can Study
Zooming out from Particular Exchanges to the Class as a Whole: Linking Students with Content Across Events
Using Students to Take the Class into New Mathematical Territory
Problems in Teaching in the Domain of Leading a Whole-Class Discussion
Problems in a Lesson Lead to Larger-Scale Problems
Teaching to Deliberately Connect Content Across Lessons
Anticipating the Connections That Can Be Made in a Problem Context
Teaching This Mathematics to This Class
Problems in Teaching in the Domain of Deliberately Connecting Content Across Lessons
Teaching to Cover the Curriculum
Teaching to Cover Topics with Problems
Viewing the Teaching of Topics Through Wide-Angle Lenses
Teaching Topics as Connected Elements of the "Big Ideas" in a Discipline
Cases of Teaching "Conceptual Fields"
Teaching Again in the "Same" Conceptual Field
Common Contexts and the Work of Coverage Across Lessons
Problems in Teaching in the Domain of Covering the Curriculum: "Invisible Work"
New Problems Raised by Reformulating Coverage in Terms of Conceptual Fields
Teaching Students to Be People Who Study in School
Teaching Intellectual Courage, Intellectual Honesty, and Wise Restraint
Working up to Mathematical Risk Taking: Teaching Richard from September to December
Integrating Academic Character into Preadolescent Social Life: Teaching Saundra to Think and to Reason
Problems of Practice in Teaching Students to Be People Who Study in School
Teaching the Nature of Accomplishment
Accomplishment in the Classroom
A Quiz on Fractions as a Resource for Teaching About Accomplishment
Problems in Teaching the Nature of Progress
Remaining Problems for Teaching
Teaching the Whole Class
Elements of Teaching in Understanding Variations in Achievement
Looking with a Wider Lens at Teaching to Differences
Figuring out What to Teach in March and Whom to Teach It To
Acts of Teaching for Working with Diverse Skills and Understanding at the Whole-Class Level
Teaching Closure
Providing an Opportunity for Students to Demonstrate Acquired Knowledge and Skill in a Conceptual Field

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