Making Sense Teaching and Learning Mathematics with Understanding

ISBN-10: 0435071327

ISBN-13: 9780435071325

Edition: 1997

Authors: James Hiebert, Thomas P. Carpenter, Elizabeth Fennema, Karen C. Fuson, Hanlie Murray

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Description:

The key to effective math learning lies not in the regurgitation of isolated facts but in the ablility to reason with and use what is learned - in understanding the concepts. But what does it mean to design a classroom so that understanding is the primary objective? What would a system of instruction look like if we took seriously the goal of helping all students understand mathematics? In this ground-breaking book, James Hiebert and his colleagues arm teachers with the best current research-based ideas for designing - and defending - classrooms that support students' mathematical understanding. It is based on the authors' work in four separate research programs, all of which investigated the effects of specific instructional approaches. Out of their ongoing discussions emerged a striking consensus about what features are essential and what features are optional, which they share in this book. They also provide glimpses into their individual projects and into the classrooms from which
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Book details

List price: $31.88
Copyright year: 1997
Publisher: Heinemann
Publication date: 4/21/1997
Binding: Paperback
Pages: 208
Size: 7.25" wide x 9.25" long x 0.50" tall
Weight: 1.056
Language: English

James Hiebert is a member of a working group of the National Center for Research in Mathematical Sciences Education at the University of Wisconsin-Madison. The purpose of the Group is to consider the teaching and learning of the whole-number arithmetic in elementary school.

Thomas Carpenter is Professor of Curriculum and Instruction at the University of Wisconsin-Madison, where he has taught for twenty-five years. He is the former editor of the National Council of Teachers of Mathematics (NCTM) Journal for Research in Mathematics Education, and has received the NCTM Lifetime Achievement award for Distinguished Service to Mathematics Education among other awards.

Elizabeth Fennema is Emerita Professor of Curriculum and Instruction and Senior Scientist at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. She has studied the teaching and learning of mathematics throughout her professional career, and is well known for her work on gender and mathematics.

Hanlie Murray is a member of a working group of the National Center for Research in Mathematical Sciences Education at the University of WisconsinMadison. The purpose of the group is to consider the teaching and learning of whole-number arithmetic in elementary school.

Introducing the Critical Features of Classrooms
The Nature of Classroom Tasks
The Role of the Teacher
The Social Culture of the Classroom
Mathematical Tools as Learning Supports Equity and Accessibility
A Day in the Life of One Cognitively Guided Instruction Classroom
A Day in the Life of a Conceptually Based Instruction Classroom
Student Talk in a Problem-Centered Classroom
Snapshots Across Two Years in the Life of an Urban Latino Classroom
Revisiting the Critical Features of Classrooms
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