By Daniel Chazan

ISBN-10: 0585279632

ISBN-13: 9780585279633

ISBN-10: 0807739189

ISBN-13: 9780807739181

ISBN-10: 0807739197

ISBN-13: 9780807739198

Explores the foremost dynamics of educating - developing who one's scholars are, what to educate and the way to have interaction with dynamic personalities. The e-book examines intimately a teacher's evolving understandings in their scholars, algebra and teachers-student lecture room roles.

**Read Online or Download Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (The Series on School Reform) PDF**

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Explores the main dynamics of training - constructing who one's scholars are, what to educate and the way to have interaction with dynamic personalities. The e-book examines intimately a teacher's evolving understandings in their scholars, algebra and teachers-student lecture room roles.

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**Extra info for Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (The Series on School Reform)**

**Sample text**

The notion underlying the design of the software is that access to the drawing and measurements provided by the computer helps students evaluate their own ideas. Rather than waiting for a text or a teacher to indicate that an idea is right or wrong, students can use exploration of particular cases to discover counterexamples that support or refute their ideas. If there are no counterexamples, there is good reason to think that the idea is true and to try to understand why by writing a deductive proof.

All of these factors were to be quite different in my experience a decade later. But, though these structural elements had an impact on my experiences, while teaching at the dayschool, I was not happy with the way I taught algebra. After the first year, though my students continued to be successful, I never felt the same sense of accomplishment. The eagerness of those first students had obscured the problematic nature of teaching algebra. In subsequent classes, students did not feel the same need to know algebra and did not ask me to cover two years' material in one year.

As I contrasted my mathematics teaching with my teaching of other subjects, I was concerned that in the mathematics classroom students did less independent thinking and that discourse was more heavily teacher-centered. As has been the case in many mathematics classes (Welch, 1978), students constantly looked to me as the authority to tell them right from wrong; their questions were chiefly about what to do when they were stuck. In other classes, the same Page 6 students trusted their own judgment and experience and were willing to question my views.

### Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (The Series on School Reform) by Daniel Chazan

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