Embracing Reason

Egalitarian Ideals and the Teaching of High School Mathematics

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Embracing Reason by Daniel Chazan, Sandra Callis, Michael Lehman, Taylor and Francis
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Author: Daniel Chazan, Sandra Callis, Michael Lehman ISBN: 9781136965616
Publisher: Taylor and Francis Publication: December 16, 2009
Imprint: Routledge Language: English
Author: Daniel Chazan, Sandra Callis, Michael Lehman
ISBN: 9781136965616
Publisher: Taylor and Francis
Publication: December 16, 2009
Imprint: Routledge
Language: English

This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It includes the writings and perspectives of high school students, high school teachers, preservice teacher candidates, doctoral students in mathematics education and other fields, mathematics teacher educators, and other education faculty. As a whole, this case study provides an opportunity to reflect on reform visions of mathematics for all students and the challenges inherent in the implementation of these visions in US schools. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It includes the writings and perspectives of high school students, high school teachers, preservice teacher candidates, doctoral students in mathematics education and other fields, mathematics teacher educators, and other education faculty. As a whole, this case study provides an opportunity to reflect on reform visions of mathematics for all students and the challenges inherent in the implementation of these visions in US schools. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.

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