Summary
Contents
Subject index
Teaching Mathematics in Grades 6 − 12: Developing Research-Based Instructional Practices will provide prospective teachers mathematics in grades 6 − 12 with guidance on what to cover in secondary mathematics courses and how to cover those topics. The text is based on the premise that engaging prospective teachers in the study of students’ mathematical thinking is a powerful and under-utilized strategy for secondary teacher education. The six chapters in Part I of the text provides an induction to the field of mathematics education. The five chapters in Part II describe how students think about mathematical concepts. Borrowing an organizational strategy from the Common Core State Standards, standards documents of the National Council of Teachers of Mathematics, and standards documents of many states, each of chapters in this part is devoted to a specific mathematics content strand.
Developing Students’ Algebraic Thinking
Developing Students’ Algebraic Thinking
Perhaps algebra receives more attention than any other area of the secondary mathematics curriculum. It serves as a foundation for higher-level mathematics, so strong conceptual and procedural knowledge of the subject are essential. Unfortunately, algebra has proven to be a gatekeeper, limiting some students’ access to higher education and mathematically oriented careers (Moses & Cobb, 2001). Over the past two decades, this lack of equity in access to algebra has sparked an “algebra-for-all” movement characterized by a search for pedagogical strategies to reach all students.
A major development in the algebra-for-all movement has been the idea of centering algebra on the concept of function. A functions-based approach to algebra makes functions from everyday life the central objects of ...
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