| The Sociology of Mathematics Education: Mathematical Myths / Pedagogic Texts Contributor(s): Dowling, Paul (Author) |
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ISBN: 0750707925 ISBN-13: 9780750707923 Publisher: Routledge OUR PRICE: $54.10 Product Type: Paperback - Other Formats Published: November 1997 Annotation: Raises two important and related issues: the changing social aspects of math and the quality of math schemes and textbooks. Math is no longer a subject studies by intellectuals but has become a subject for study by all children aged 5 to 16 years. The continuing failure of many children in this subject is cause for concern. Dowling critically examines textbooks, and the part they play in children's learning. He clearly shows the reader how to analyze and evaluate textbooks they are currently using. This interrogation of classroom resources has important implications for teaching strategies and for textbook design and use. |
| Additional Information |
| BISAC Categories: - Mathematics | Study & Teaching - Education | Classroom Management |
| Dewey: 510.71 |
| LCCN: 98145863 |
| Lexile Measure: 1300 |
| Series: Studies in Mathematics Education |
| Physical Information: 0.77" H x 6.18" W x 9.2" (1.30 lbs) 352 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Until the 1960s, maths was studied as an academic subject in a desire to have more mathematicians. The current trend, however, has moved away from viewing maths as a purely intellectual endeavour and towards developing a more mathematically competent workforce and citizenry. This trend has seen a large increase in the number of maths schemes being produced by the major educational publishers, which attempt to make maths easier and more approachable by using language instead of symbols. So why do so many children still fail at maths? The author contends that to understand this, teachers need to analyze and evaluate the maths textbooks they are currently using. The author shows the reader how to systematically analyze and evaluate these textbooks. This interrogation of classroom resources, should have important implications for teaching strategies and for textbook design and use. |