Teaching Secondary Mathematics: Techniques and Enrichment Units

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Merrill, 2002 - Education - 495 pages
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The revision of this book introduces the 2000 NCTM Principles and Standards and explains their use for teaching secondary school mathematics instruction. Unlike other books, it utilizes 125 enrichment units to provide the staples in preparing to teach mathematics. The authors provide step-by-step techniques on preparing lessons and tests, motivating students, designing assignments, and organizing the classroom. This valuable book also provides practical teaching methods for immediate use along with answers to typical questions readers have about teaching math. Chapter topics include the mathematics teacher today, long-range and short range planning, teaching more effective lessons, the role of problem solving in the mathematics classroom, using technology to enhance mathematics instruction, authentic assessment and grading strategies, enriching mathematics instruction, and extracurricular activities in mathematics. For mathematics teachers in secondary schools.

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The Challenge of Teaching
LongRange and ShortRange Planning
Teaching More Effective Lessons

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About the author (2002)

Alfred S. Posamentier is Professor of Mathematics Education and Dean of the School of Education of The City College of the City University of New York. He is the author and co-author of many mathematics books for teachers and secondary school students. He believes that teachers should use methods and materials which build on their individual strengths, rather than on a prescribed "best way to teach" in general. This popular book is built on this philosophy, as is his book Tips for the Mathematics Teacher: Research-Based Strategies to Help Students Learn (Corwin Press, 1998), which complements this publication. Dr. Posamentier''s recent book Problem Strategies for Efficient and Elegant Solutions: A Resource for the Mathematics Teacher (Corwin Press, 1998) elaborates on the chapter on problem solving, while his book 101 Great Ideas for Introducing Key Concepts in Mathematics (Corwin Press, 2001) provides a teacher with interesting alternatives to the traditional development of common topics and concepts in the curriculum.

After completing his A.B. degree in mathematics at Hunter College of the City University of New York, he took a position as a teacher of mathematics at Theodore Roosevelt High School in the Bronx (New York), where he focused his attention on the teaching process in general and the improvement of students'' problem-solving skills in particular. He also developed the school''s first mathematics teams (both at the junior and senior level) and established a special class whose primary focus was enrichment topics in mathematics and problem solving. He is currently involved in working with mathematics teachers both in the United States and internationally to help them better understand the ideas presented in this book, so that they can comfortably incorporate them into their regular instructional program.

After six years as a high school teacher, Dr. Posamentier joined the faculty of The City College (after having received his masters'' degree there), and soon thereafter he began to develop inservice courses for secondary school mathematics teachers, focusing on practical classroom applications of educational research. In addition to the usual inservice offerings, these courses addressed such topics as the uses of new technology in mathematics instruction, efficient ways to teach weaker students, problem-solving strategies and the enrichment of mathematics through a variety of ways including, but not limited to, recreational mathematics.

Dr. Posamentier received his Ph.D. from Fordham University (New York) in mathematics education and since has extended his reputation to Europe. He is an Honorary Fellow at the South Bank University (London, England). He has been visiting professor at several European universities, including the Technical University of Vienna and the Humboldt University at Berlin, and a Fulbright Professor at the University of Vienna.

Dr. Posamentier is often cited for his outstanding teaching. He was named Educator of the Year ( I 993) by The City College Alumni Association and on May I , 1993 had a "Day" named in his honor by the City Council President of New York City. More recently, he was awarded the Grand Medal of Honor from the Federal Republic of Austria and the Medal of Distinction from the city of Vienna. In 1999 he was awarded the title of University Professor for Austrian Universities.

Now, after more than 32 years on the faculty of CCNY, he still exudes an ever-increasing energy and enthusiasm for mathematics and mathematics education. With his penchant for mathematics instruction, he has been especially concerned that during the recent years of mathematics teacher shortages, those who enter the classroom are as well prepared as possible. He enthusiastically believes that providing mathematics teachers with an appropriate knowledge base grid repertoire of teaching strategies enables them to fulfill an essential role in society: empowering our nation''s youngsters to engage in the critical study of mathematics. This book is designed to provide the basis for this goal.

Jay Stepelman has had over twenty-five years of experience as a mathematics teacher and supervisor at George Washington High School and Yeshiva University High School in New York City. He is directly involved with on-the-job teacher training and curriculum development in a practical rather than a theoretical setting. His experience ranges from planning, supervising, and teaching regular, honors, and remedial mathematics programs to developing a unique, individualized algebra program that has found special success with inner-city students, pupils with emotional disabilities, youngsters with limited reading ability, and bilingual students.

He is currently teaching at Baruch College and New York City Technical College of the City University of New York.

Dr. Stepelman is the author of Milestones in Geometry (Macmillan, 1970) and the Algebra Tutor series for the Apple II family of computers (Learning Well, 1985). In addition, he is the author of Current Trends in Mathematics and State Mathematics Frameworks, published by Kraus International Publications'' Curriculum Resource Handbook, 1993 edition. He has lectured at professional meetings of the National Council of Teachers of Mathematics, the Association of Teachers of Mathematics of New York State, and the New York City Mathematics Chairmen''s Association. He has received numerous awards, including Exemplary Supervisory Service Award (New York City Division of High Schools), and has been named as the person most influential in the success of several Westinghouse Scholarship winners. He has also been honored by having many mathematics doctorate theses dedicated to him.

Dr. Stepelman has evaluated mathematics programs and teachers at various private schools. He has served with the Board of Examiners of the City of New York in the area of teacher certification. His academic training includes mathematics and education work at the City College of New York, Courant Institute of Mathematics, New York University, and Adelphi University.

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