Originally published in 1988, at the time addressing fundamental issues in establishing a framework for effective mathematics teaching, the chapters provided current research for mathematics instructors and suggestions for future research.
Originally published in 1988, at the time addressing fundamental issues in establishing a framework for effective mathematics teaching, the chapters provided current research for mathematics instructors and suggestions for future research. Topics discussed include teaching for higher-order thinking; pedagogical expertise; content determinants; computer usage; cross-cultural studies; and professional and research agendas.
Acknowledgements. Series Foreword. Introduction Douglas A. Grouws
1.
Teaching for Higher-Order Thinking in Mathematics: The Challenge for the Next
Decade P. L. Peterson
2. Interaction, Construction, and Knowledge:
Alternative Perspectives for Mathematics Education H. Bauersfeld
3. Expertise
in Instructional Lessons: An Example From Fractions G. Leinhardt
4.
Implications of Research on Pedagogical Expertise and Experience for
Mathematics Teaching D.C. Berliner, P. Stein, D. Sabers, P. B. Clarridge, K.
Cushing & S. Pinnegar
5. Content Determinants in Elementary School
Mathematics A. Porter, R. Floden, D. Freeman, W. Schmidt & J. Schwille
6.
Research and the Improvement of Mathematics Instruction: The Need for
Observational Resources T. L. Good & B.J. Biddle
7. From Fragmentation to
Synthesis: An Integrated Approach to Research on the Teaching of Mathematics
C. Hoyles
8. Computer Usage in the Teaching of Mathematics: Issues That Need
Answers J. W. Schofield & D. Verban
9. Cross-Cultural Studies of Mathematics
Teaching and Learning: Recent Findings and New Directions J. W. Stigler & M.
Perry
10. Can Teachers Be Professionals? T. A. Romberg
11. Pervasive Themes
and Some Departure Points for Research into Effective Mathematics Teaching M.
Nickson
12. An Agenda for Research on Teaching Mathematics T. J. Cooney, D.
A. Grouws & D. Jones. Participants.
Edited by Douglas A. Grouws and Thomas J. Cooney
Technical Editor - Douglas Jones
