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Have you ever wondered What Makes a Good Mathematics Lesson?
For many years, this has been a topic of conversation between American mathematics educators Douglas Corey and Blake Peterson, and their Japanese colleagues Hiroyuki Ninomiya, Kazuhiko Soma, and Susumu Kunimune. This conversation led these Japanese mathematics educators to articulate “key considerations” that should be addressed when preparing a good mathematics lesson and the “criteria” that can be used as guidelines when reflecting on the quality of a lesson after it has been taught.
The three considerations are:
Make the Goal of the Lesson Clear
Thoughtfully Decide on the Problem and its Presentation
Plan Ways to Incorporate Students’ Ideas
And the questions corresponding to the criteria are:
Were Students Proactively Engaged and Did They Continue to Think for Themselves?
Were the Objectives Appropriately Set and Achieved?
In What Makes a Good Mathematics Lesson: The Lessons, 27 Japanese middle school teachers describe lessons in which they implemented the key considerations and two criteria. At the end of this book, four US teachers each describe their adaptation of one of these 27 lessons in their classroom and contextualize the key considerations and criteria for their respective situations.
In What Makes a Good Mathematics Lesson: The Theory, the Japanese authors discuss the conceptual underpinning of the three key considerations and two criteria. The Theory also includes an introductory chapter written by the American mathematics educators contextualizing Japanese mathematics education for an English-speaking audience.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
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What Makes a Good Mathematics Lesson: The Lessons
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What Makes a Good Mathematics Lesson The Lessons
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Paperback. Condizione: new. Paperback. Have you ever wondered What Makes a Good Mathematics Lesson?For many years, this has been a topic of conversation between American mathematics educators Douglas Corey and Blake Peterson, and their Japanese colleagues Hiroyuki Ninomiya, Kazuhiko Soma, and Susumu Kunimune. This conversation led these Japanese mathematics educators to articulate key considerations that should be addressed when preparing a good mathematics lesson and the criteria that can be used as guidelines when reflecting on the quality of a lesson after it has been taught.The three considerations are:Make the Goal of the Lesson ClearThoughtfully Decide on the Problem and its PresentationPlan Ways to Incorporate Students IdeasAnd the questions corresponding to the criteria are:Were Students Proactively Engaged and Did They Continue to Think for Themselves?Were the Objectives Appropriately Set and Achieved?In What Makes a Good Mathematics Lesson: The Lessons, 27 Japanese middle school teachers describe lessons in which they implemented the key considerations and two criteria. At the end of this book, four US teachers each describe their adaptation of one of these 27 lessons in their classroom and contextualize the key considerations and criteria for their respective situations.In What Makes a Good Mathematics Lesson: The Theory, the Japanese authors discuss the conceptual underpinning of the three key considerations and two criteria. The Theory also includes an introductory chapter written by the American mathematics educators contextualizing Japanese mathematics education for an English-speaking audience. American educators Douglas Corey and Blake Peterson and Japanese colleagues Hiroyuki Ninomiya, Kazuhiko Soma, and Susumu Kunimune explored what makes a good math lesson, leading to the development of key considerations for planning and criteria for evaluating lesson quality. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Codice articolo 9781837426812
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