Since its first publication, Teaching Secondary School Mathematics has established itself as one of the most respected and popular texts for both pre-service and in-service teachers. This new edition has been fully revised and updated to reflect the major changes brought about by the introduction of the Australian Curriculum: Mathematics, as well as discussing significant research findings, the evolution of digital teaching and learning technologies, and the implications of changes in education policies and practices. The mathematical proficiencies that now underpin the Australian curriculum -- understanding, fluency, problem solving and reasoning -- are covered in depth in Part 1, and a new section is devoted to the concept of numeracy. The chapter on digital tools and resources has been significantly expanded to reflect the growing use of these technologies in the classroom, while the importance of assessment is recognised with new material on assessment for learning and as learning, along with a consideration of policy development in this area. Important research findings on common student misconceptions and new and effective approaches for teaching key mathematical skills are covered in detail. As per the first edition readers will find a practical guide to pedagogical approaches and the planning and enactment of lessons together with enhanced chapters on teaching effectively for diversity, managing issues of inequality and developing effective relationships with parents and the community. This book is the essential pedagogical tool for every emerging teacher of secondary school mathematics. 'The text offers an excellent resource for all of those involved in the preparation of secondary mathematics teachers, with links to research literature, exemplars of classroom practices, and instructional activities that encourage readers to actively examine and critique practices within their own educational settings.' Professor Glenda Anthony, Institute of Education, Massey University 'A rich and engaging textbook that covers all of the important aspects of learning to become an effective secondary mathematics teacher. The second edition of this text ... is further enhanced with updated references to the Australian Curriculum, NAPLAN, STEM, current Indigenous, social justice and gender inequity issues, and the place of Australian mathematics curricula on the world stage.' Dr Christine Ormond, Senior Lecturer, Edith Cowan University
Provides practical ideas and contexts for developing the process of a mathematical inquiry. Inquiry-based learning in mathematics immerses students in solving authentic, complex problems. Students are challenged to build on their own contextual knowledge and experiences to engage with a problem, devise and implement a plan, and justify and communicate their investigation and solution."--Publisher.
Provides practical ideas and contexts for developing the process of a mathematical inquiry. Inquiry-based learning in mathematics immerses students in solving authentic, complex problems. Students are challenged to build on their own contextual knowledge and experiences to engage with a problem, devise and implement a plan, and justify and communicate their investigation and solution."--Publisher.
With the emphasis on mathematical reasoning, judgement and problem-solving skills, this series requires students to investigate questions that are open-ended and ambiguous, rather than closed and defined.
Since its first publication, Teaching Secondary School Mathematics has established itself as one of the most respected and popular texts for both pre-service and in-service teachers. This new edition has been fully revised and updated to reflect the major changes brought about by the introduction of the Australian Curriculum: Mathematics, as well as discussing significant research findings, the evolution of digital teaching and learning technologies, and the implications of changes in education policies and practices. The mathematical proficiencies that now underpin the Australian curriculum -- understanding, fluency, problem solving and reasoning -- are covered in depth in Part 1, and a new section is devoted to the concept of numeracy. The chapter on digital tools and resources has been significantly expanded to reflect the growing use of these technologies in the classroom, while the importance of assessment is recognised with new material on assessment for learning and as learning, along with a consideration of policy development in this area. Important research findings on common student misconceptions and new and effective approaches for teaching key mathematical skills are covered in detail. As per the first edition readers will find a practical guide to pedagogical approaches and the planning and enactment of lessons together with enhanced chapters on teaching effectively for diversity, managing issues of inequality and developing effective relationships with parents and the community. This book is the essential pedagogical tool for every emerging teacher of secondary school mathematics. 'The text offers an excellent resource for all of those involved in the preparation of secondary mathematics teachers, with links to research literature, exemplars of classroom practices, and instructional activities that encourage readers to actively examine and critique practices within their own educational settings.' Professor Glenda Anthony, Institute of Education, Massey University 'A rich and engaging textbook that covers all of the important aspects of learning to become an effective secondary mathematics teacher. The second edition of this text ... is further enhanced with updated references to the Australian Curriculum, NAPLAN, STEM, current Indigenous, social justice and gender inequity issues, and the place of Australian mathematics curricula on the world stage.' Dr Christine Ormond, Senior Lecturer, Edith Cowan University
“[An] electrifying debut...Through in-depth and compassionate reporting, Barnes breaks down the misunderstood science surrounding sex and gender that has been used to keep cisgender women out of sports and has fueled debate over trans athletes participation in women’s sports.”—Shannon Carlin, TIME magazine, “100 Must-Read Books of 2023” For decades women have been playing competitive sports, thanks in large part to the protective cover of Title IX. Since the passage of that law, the number of women participating in sports and the level of competition in high school and college and professionally, has risen dramatically. In Fair Play, award-winning journalist Katie Barnes traces the evolution of women’s sports as a pastime and a political arena where equality and fairness have been fought over for generations. As attitudes toward gender have shifted to embrace more fluidity in recent decades, sex continues to be viewed as a static binary that is easily determined: male or female. It is on the very idea of static sex that we have built an entire sporting apparatus. Now that foundation is being hotly debated as a result of intense culture wars. Many transgender and intersex athletes, including a South African runner, a wrestler in Texas, a Connecticut track star, and a swimmer at the University of Pennsylvania, have captured the attention of law and policymakers who want to decide how and when they compete. Women’s sports, since their inception, have been seen as a separate class of competition that requires protection and rules for entry. But what are those rules and who gets to make them? Fair Play looks at all sides of the issue and presents a reasoned and much-needed solution that seeks to preserve opportunities for all going forward.
This work considers how chivalry was interpreted in 15th century Scotland and how it compared with European ideas of chivalry; the resposibilities of knighthood in this period and the impact on political life; the chivalric literature and the relevance of Christian components of chivalric culture.
This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students’ differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.
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