EXPERIENCING SCHOOL MATHEMATICS by Boaler
Presents evidence for the effectiveness of 'traditional' and 'progressive' teaching methods. This book reports upon case studies of two schools which taught mathematics in different ways. It draws radical conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings.
"Jo Boaler has written a stunning bookClearly written and carefully researched, it is a model of technical rigour. A wide range of qualitative and quantitative data is marshalled to produce exhaustive case studies of two contrasting mathematics departments - one traditional and one progressive. Boaler's findings represent a major challenge to the 'back to basics' credo. This book should be read as a matter of urgency by politicians, mathematics teachers, and educational researchers." - Stephen Ball, Professor of Sociology of Education, King's College, London "Anyone with an interest in making sure that every child is numerate should read this book" - Sally Tomlinson, Professor of Sociology of Education, Goldsmith's College, London
Jo Boaler has been a mathematics teacher in inner London comprehensive schools and a full-time officer for the National Union of Teachers. She was the deputy-director of the mathematics team writing the first national curriculum tests for Key Stage 3 at King's College. Jo has a PhD in mathematics education and now works as a lecturer and researcher in mathematics education at King's College, London.
| SKU | Unavailable |
| ISBN 13 | 9780335199624 |
| ISBN 10 | 0335199623 |
| Title | EXPERIENCING SCHOOL MATHEMATICS |
| Author | Boaler |
| Condition | Unavailable |
| Binding Type | Paperback |
| Publisher | Open University Press |
| Year published | 1997-10-16 |
| Number of pages | 176 |
| Prizes | Winner of Standing Conference for Studies in Education Book Award 1998 |
| Cover note | Book picture is for illustrative purposes only, actual binding, cover or edition may vary. |
| Note | Unavailable |