 |
GetTextbooks.co.uk
Compare Prices & Save up to 90% |
|
|
|
| Login | Sign up | My Wish List |
 | | Teaching Mathematics for the 21st Century: Methods and Activities for Grades 6-12 by Linda Huetinck, Munshin Sara N., Huetinck Linda, Sara N. Munshin ISBN-10: 9780138760793 ISBN-10: 0-13-876079-9 ISBN-13: 9780138760793 ISBN-13: 978-0-13-876079-3 Paperback 1999-10-04 Prentice Hall Find Lowest Price |
Editorials | ||
Book Description This is the first middle and secondary math methods book to focus on reform and the national standards. It prepares teachers for the challenge of assisting all students in reaching the highest level of mathematics according to their interest and realistic ambitions. It also provides contemporary methods of teaching mathematics—which facilitate successful instruction—with a strong understanding of the philosophy and psychology behind sound practices. Coverage includes methodology, curriculum materials, and use of technology, accompanied by many practical suggestions for implementation. Presents instructional sequences to help students see the development of concepts over a period of time. Includes the salient points of the NCTM Standards. For educators and school administrators. | ||
Reviews | ||
A good all-round activity book for algebra and geometry This book is packed with activities and practical methods of teaching algebra and geometry to middle and high schoolers. This is the best book I've seen on the subject. | ||
already obsolete This book is rambling, incoherent, repetitive, intellectually dishonest and manipulative. It presents a extreme, one-sided interpretation of the 1989 NCTM math standards as universally recognized, research-based "best practice." I would recommend that anyone choosing texts for a math methods course use the 2000 NCTM standards themselves and, if necessary, a generic teaching methods text. The 2000 Standards document is economical, beautifully done and, most importantly, far closer to a consensus of teachers, teacher educators, mathematicians and psychologists on what constitutes best practice than the 1989 document which inspires this text. | ||
already obsolete This book is rambling, incoherent, repetitive, intellectually dishonest and manipulative. It presents a extreme, one-sided interpretation of the 1989 NCTM math standards as universally recognized, research-based "best practice." I would recommend that anyone choosing texts for a math methods course use the 2000 NCTM standards themselves and, if necessary, a generic teaching methods text. The 2000 Standards document is economical, beautifully done and, most importantly, far closer to a consensus of teachers, teacher educators, mathematicians and psychologists on what constitutes best practice than the 1989 document which inspires this text. | ||