Adapting and Extending Secondary Mathematics Activities

This book is designed to assist teachers to get the most out of the textbooks or mathematics schemes used in their schools, providing methods of extending the activities offered to learners.

Author: Stephanie Prestage

Publisher: Routledge

ISBN: 9781136613395

Category: Education

Page: 160

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This book is designed to assist teachers to get the most out of the textbooks or mathematics schemes used in their schools, providing methods of extending the activities offered to learners.
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The Essential Guide to Secondary Mathematics

Task: Solutions Since zero is an integer, (0, 0, 0) would be a solution for the first three equations, but not the last. ... Adapting and Extending Secondary Mathematics Activities: new tasks for old, London: David Fulton Publishers.

Author: Colin Foster

Publisher: Routledge

ISBN: 9780415527705

Category: EDUCATION

Page: 215

View: 192

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"Combining research-based theory with fresh, practical guidance for the classroom, The Essential Guide to Secondary Mathematics is a stimulating new resource for all student and practising teachers looking for new ideas and inspiration. With an emphasis on exciting your mathematical and pedagogical passions, it focuses on the dynamics of the classroom and the process of designing and using rich mathematical tasks. Written by a highly experienced mathematics teacher who understands the realities of the secondary classroom, this book combines insights from the latest research into mathematical learning with useful strategies and ideas for engaging teaching. The text is punctuated by frequent tasks, some mathematical and others more reflective, which are designed to encourage independent thinking. Key topics covered include: - Preparing yourself: thinking about mathematics and pedagogy, taking care of your health and dealing with stress - Different styles of learning and teaching mathematics - Ideas for lessons: what does it take to turn an idea into a lesson? - Tasks, timings and resources - Equality and dealing positively with difference - Mathematical starters, fillers and finishers: achieving variety - The mathematical classroom community: seating layouts, displays and practical considerations - Assessment: effective strategies for responding to learners' mathematics and writing reports. The Essential Guide to Secondary Mathematics will be a valuable resource both for beginning teachers interested in developing their understanding, and for experienced teachers looking to re-evaluate their practice. Aiming to develop all aspects of your mathematics teaching, this book will help you to devise, adapt and implement ideas for successful and enjoyable teaching and learning"--
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Constructing Knowledge for Teaching Secondary Mathematics

EM236: Learning and teaching mathematics Block 1 video 2: Think of a number. Milton Keynes: Open University. Prestage, S., & Perks, P. (2001). Adapting and extending secondary mathematics activities: New tasks for old. London: Fulton.

Author: Orit Zaslavsky

Publisher: Springer Science & Business Media

ISBN: 9780387098128

Category: Education

Page: 330

View: 188

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Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.
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Learning to Teach Mathematics in the Secondary School

Prestage, S. and Perks, P. (2001) Adapting and Extending Secondary Mathematics Activities: New Tasks for Old, London: David Fulton. This book is invaluable for finding ways both to enliven and to deepen the tasks you set for students.

Author: Sue Johnston-Wilder

Publisher: Routledge

ISBN: 9781317372363

Category: Education

Page: 346

View: 825

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Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in the secondary school classroom. This fourth edition has been fully updated to reflect the latest changes to the curriculum and research in the field, taking into account key developments in teacher training and education, including examinations and assessment. Written specifically with the new and student teacher in mind, the book covers a wide range of issues related to the teaching of mathematics, such as: why we teach mathematics the place of mathematics in the National Curriculum planning, teaching and assessing for mathematics learning how to communicate mathematically using digital technology to advance mathematical learning working with students with special educational needs post-16 teaching the importance of professional development the affective dimension when learning mathematics, including motivation, confidence and resilience Already a major text for many university teaching courses, this revised edition features a glossary of useful terms and carefully designed tasks to prompt critical reflection and support thinking and writing up to Masters Level. Issues of professional development are also examined, as well as a range of teaching approaches and styles from whole-class strategies to personalised learning, helping you to make the most of school experience, during your training and beyond. Designed for use as a core textbook, Learning to Teach Mathematics in the Secondary School provides essential guidance and advice for all those who aspire to be effective mathematics teachers.
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Raising Achievement In Secondary Mathematics

Ofsted (2002) Mathematics in Secondary Schools: School SubjectReports 2001/02. ... Prestage, S. and Perks, P. (2001) Adapting and Extending Secondary Mathematics Activities: New Tasks for Old. London: David Fulton.

Author: Watson, Anne

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335218608

Category: Education

Page: 191

View: 182

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A guide to teaching lower attaining students in secondary mathematics offers an alternative view of attainment and capability, arguing that teaching should be based on a learner's proficiency, rather than on knowledge deficits.
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Teaching Mathematics

Prestage, S. and Perks, P. (2001) Adapting and Extending Secondary Mathematics Activities: New Tasks for Old. London: David Fulton. This books focuses on classroom tasks. In particular, it examines how 'standard' tasks can be changed so ...

Author: Paul Chambers

Publisher: SAGE

ISBN: 9781446245408

Category: Education

Page: 264

View: 192

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Reflective practice is at the heart of effective teaching, and this book helps you develop into a reflective teacher of mathematics. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. The book shows you how to plan lessons, how to make good use of resources and how to assess pupils' progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a new teacher. The book is supplemented by a companion website, with: " Videos of real lessons so you can see the skills discussed in the text in action " Links to a range of sites that provide useful additional support " Extra planning and resource materials. If you are training to teach mathematics this book will help you to improve your classroom performance, by providing you with practical advice, but also by helping you to think in depth about the key issues. It also provides examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE. Paul Chambers was formerly course leader for PGCE mathematics at Edge Hill University.
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Debates in Mathematics Education

Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. ... Adapting and extending secondary mathematics activities: New tasks for old.

Author: Gwen Ineson

Publisher: Routledge

ISBN: 9780429667725

Category: Education

Page: 292

View: 159

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This new and updated second edition of Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. By engaging with established and contemporary debates, this volume promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Divided into five accessible sections, this book investigates and offers fresh insight into topics of central importance in mathematics education, with this second edition including new discussions and chapters on: Classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education International comparisons of achievement Digital technologies for teaching Mastery in mathematics Pop culture and mathematics Whether mathematics can be harmful Designed to stimulate discussion and support you in your own research, writing and practice through suggested questions and activities throughout, Debates in Mathematics Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. This book also has much to offer to those leading mathematics departments in schools and initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research.
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Effective Mathematics Lessons through an Eclectic Singapore Approach

Retrieved from https://sacs.lamar.edu/prep/QEP/plan/read_res/Prensky_II_Digital_Natives,_Digital _Immigrants_-_Part2.pdf Prestage, S., & Perks, P. (2001). Adapting and extending secondary mathematics activities: New tasks for old.

Author: Khoon Yoong Wong

Publisher: World Scientific

ISBN: 9789814696449

Category: Mathematics

Page: 324

View: 255

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With this seventh volume, as part of the series of yearbooks by the Association of Mathematics Educators in Singapore, we aim to provide a range of learning experiences and teaching strategies that mathematics teachers can judiciously select and adapt in order to deliver effective lessons to their students at the primary to secondary level. Our ultimate goal is to develop successful problem solvers who are able to understand concepts, master fundamental skills, reason logically, apply mathematics, enjoy learning, and strategise their thinking. These qualities will prepare students for life-long learning and careers in the 21st century. The materials covered are derived from psychological theories, education praxis, research findings, and mathematics discourse, mediated by the author's professional experiences in mathematics education in four countries over the past four decades. They are organised into ten chapters aligned with the Singapore mathematics curriculum framework to help teachers and educators from Singapore and other countries deepen their understanding about the so-called "Singapore Maths". The book strikes a balance between mathematical rigour and pedagogical diversity, without rigid adherence to either. This is relevant to the current discussion about the relative roles of mathematics content knowledge and pedagogical content knowledge in effective teaching. It also encourages teachers to develop their own philosophy and teaching styles so that their lessons are effective, efficient, and enjoyable to teach. Contents:Curriculum: Map the Intended, Implemented, and Attained LandscapeConcepts: Build Meanings and ConnectionsSkills: Use Rules EfficientlyProcesses: Sharpen Mathematical Reasoning and Heuristic UseApplications: View the World Through Mathematical LensesICT: Be Its Prudent MasterAttitudes: Energise Learning with Emotional PowerMetacognition: Strategic Use of Cognitive ResourcesSchool Curriculum: Prepare Thoughtful PlansProfessional Development: Become Metacognitive Teachers Readership: Graduate students, researchers, practitioners and teachers in mathematics. Key Features:First, there is currently no mathematics methodology text that provides significant insights about learning and teaching based on the Singapore mathematics curriculum, yet supported by international perspectives and literatureThis fills a gap in the market about Singapore Maths, which has attracted much attention from overseas educatorsSecond, the teaching strategies discussed in the book are based on theories, research, and professional practices, and they satisfy the needs of both practitioners and researchers, hence widening the readership of the bookFinally, the author writes from the vintage point of having taught mathematics education and conducted research in Australia, Brunei Darussalam, Malaysia and Singapore and consulted with education institutes in Chile, Hong Kong, the Philippines and the US. This diverse experience allows the author to discuss mathematics education issues from an East-meets-West perspectiveKeywords:Mathematics;Pedagogy;Learning Experiences;Singapore;Teachers;Instruction;Curriculum
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Learning to Teach Mathematics Second Edition

Observed lessons, conversations, lectures, seminars and research done and read have all fed into it, ... Prestage, P. and Perks, P. (2001) Adapting and Extending Secondary Mathematics Activities, New Tasks for Old. London: David Fulton.

Author: Maria Goulding

Publisher: Routledge

ISBN: 9781134008421

Category: Education

Page: 176

View: 607

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Refreshed with new research, this second edition links the practical experience gained in school placements with the theoretical background surrounding it. Guidance is drawn from accounts of experiences in actual classrooms, giving students and newly qualified teachers practical ideas for planning and evaluating pupils' learning and insights into their own development as new teachers.
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Mathematical Knowledge in Teaching

Mathematical discovery: On understanding, learning, and teaching problem solving. New York, NY: Wiley. Prestage, S., & Perks, P. (2001). Adapting and extending secondary mathematics activities: New tasks for old.

Author: Tim Rowland

Publisher: Springer Science & Business Media

ISBN: 9789048197668

Category: Education

Page: 304

View: 540

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The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.
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