Experiencing School Mathematics: Teaching Styles, Sex and Setting

Experiencing School Mathematics: Teaching Styles, Sex and Setting

by Jo Boaler

Paperback

$41.95

Overview

This is the first book of its kind to provide direct evidence for the effectiveness of traditional and progressive teaching methods. It reports on careful and extensive case studies of two schools which taught mathematics in totally different ways. Three hundred students were followed over three years and the interviews that are reproduced in the book give compelling insights into what it meant to be a student in the classrooms of the two schools. The different school approaches are compared and analyzed using student interviews, lesson observations, questionnaires given to students and staff and a range of different assessments, including GCSE examinations. Questions are raised about the effectiveness of different teaching methods in preparing students for the demands of the 'real world' and the 21st century, the impact of setted and mixed ability teaching upon student attitude and achievement, and gender and learning styles. New evidence is provided for each of these issues.

The book draws some radical new conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings. The book will be essential reading for math teachers, parents, and policy makers in education.

Product Details

ISBN-13: 9780335199624
Publisher: McGraw-Hill Education
Publication date: 11/01/1997
Pages: 176
Product dimensions: 6.00(w) x 9.00(h) x 0.39(d)

Table of Contents

List of figures
viii(1)
List of tables
ix(1)
Preface x(1)
Acknowledgements xi
1 Mathematics in and out of school
1(3)
2 The schools, students and research methods
4(5)
3 An introduction to Amber Hill and Phoenix Park schools
9(11)
4 Amber Hill mathematics: experiences and reflections
20(21)
5 Phoenix Park mathematics: experiences and reflections
41(23)
6 Mathematical assessments
64(18)
7 Analysing the differences
82(14)
8 Different forms of knowledge
96(14)
9 Girls, boys and learning styles
110(15)
10 Setting, social class and survival of the quickest
125(18)
11 Reflections and conclusions
143(10)
References 153(6)
Index 159

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