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xi | |
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xiii | |
| Acknowledgments |
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xiv | |
| Preface |
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xvi | |
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1 Introduction to our case study |
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1 | (12) |
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Our goals and our own voices |
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2 | (2) |
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The importance of teacher development |
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4 | (1) |
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A school-university PDS two-way relationship |
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5 | (8) |
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PART I Changes in classroom teaching practice |
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13 | (96) |
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15 | (11) |
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Mathematics performance assessment |
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15 | (7) |
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Alternative formats and a taxonomy of tasks |
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22 | (4) |
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3 Curriculum and instructional models |
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26 | (20) |
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Starting a functions-based approach to algebra |
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29 | (12) |
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Perspectives on Holt Algebra 1 from the department chair and a newer teacher |
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41 | (5) |
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4 Another kind of planning |
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46 | (14) |
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Teacher as course-level planner |
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47 | (6) |
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Must teachers create curriculum? For every class? |
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53 | (7) |
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5 Interlude A on-campus preservice assignments |
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60 | (18) |
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Preservice teachers as curriculum makers |
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64 | (11) |
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Should preservice teachers be encouraged to create curriculum? |
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75 | (3) |
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78 | (10) |
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Finding mathematics in the world around us |
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79 | (6) |
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Getting past lame justifications! |
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85 | (3) |
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88 | (21) |
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One teacher's transformation in teaching |
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89 | (16) |
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105 | (4) |
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PART II Student experience of the curriculum |
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109 | (78) |
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123 | (8) |
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From an E to an A with the help of a graphing calculator |
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125 | (3) |
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How important are calculators? |
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128 | (3) |
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131 | (13) |
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Students' views of mathematical conversation |
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133 | (8) |
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Challenges of managing students' participation in classroom conversation |
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141 | (3) |
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144 | (16) |
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Developing an interest in mathematics |
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145 | (10) |
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What is "mathematical power"? and related dilemmas of teaching |
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155 | (5) |
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11 Interlude B observation in classrooms |
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160 | (11) |
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Field experience really was the best teacher! |
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162 | (6) |
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Our contrasting preservice field experiences |
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168 | (3) |
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12 Interlude C student teaching/internship |
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171 | (16) |
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What kind of teacher will I be? |
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173 | (9) |
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How do we talk with other teachers about our "Holt" experiences? |
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182 | (5) |
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PART III Professional growth and development |
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187 | (148) |
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193 | (10) |
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Being treated (and treating ourselves) as professionals |
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195 | (5) |
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200 | (3) |
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14 Restructuring teacher work |
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203 | (21) |
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Shared teaching assignments |
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207 | (13) |
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What do shared teaching assignments tell us about learning while teaching? |
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220 | (4) |
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224 | (17) |
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One transformed teacher's viewpoint |
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225 | (13) |
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Elementary mathematics + a culture of questioning = complex mathematics |
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238 | (3) |
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16 Changing the math curriculum |
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241 | (16) |
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Teaching a technologically supported approach to school algebra |
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244 | (10) |
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Talking about what math is for |
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254 | (3) |
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17 Learning from students and colleagues |
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257 | (23) |
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Questioning ourselves and the authorities |
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258 | (17) |
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Should we ever tell mathematical white lies to our students? |
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275 | (5) |
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18 Interlude D learning math from coursework conversation |
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280 | (18) |
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Lines and points: Aristotle vs. modern mathematics |
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281 | (13) |
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A chance to disagree about math |
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294 | (4) |
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19 Participation in teacher education |
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298 | (17) |
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Becoming a professional teacher; being a mentor teacher |
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300 | (12) |
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The hard work of being a mentor teacher |
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312 | (3) |
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315 | (20) |
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316 | (14) |
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Views of mathematics and teaching mathematics |
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330 | (5) |
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PART IV Stepping back: the perspective of a local "outsider" |
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335 | (17) |
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337 | (15) |
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Reflecting on mathematics reform at Holt High School |
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337 | (15) |
| Epilogue |
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352 | (3) |
| Cast of characters |
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355 | (4) |
| Notes |
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359 | (2) |
| References |
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361 | (8) |
| Index |
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369 | |
Rohkem infot Taylor & Francis e-raamatute kohta