Derek Stolp
ScarecrowEducation | 2005 | 208 páginas | rar - pdf | 17,76 Mb
link (password : matav)
Author and veteran teacher Derek Stolp has come to the conclusion that learning mathematics is of no real consequence for the vast majority of our children. This stance flies in the face of the conventional wisdom held among political leaders, business people, teachers, and parents that mathematics is an essential subject for all children to study well into their high school years. In Mathematics Miseducation, Stolp argues that mathematics, as currently taught, does not justify inclusion in the curriculum and he suggests practical changes that can be implemented within a traditional school environment to resuscitate mathematics education. In this book, the author demonstrates that our beliefs about what children need and what motivates them to learn promote practices that are counterproductive, and that these practices ultimately corrupt students' own healthy motivations. Stolp contends that there is too much emphasis upon academics in our schools, and that other important dimensions of education, such as the social, emotional, and moral development of our children, are ignored. Includes: * Progressive and practical alternatives to the traditional methods of teaching * Research and examples citing ways of bringing the discipline to life In seamlessly weaving theory and practice, Derek Stolp provides a narrative that is accessible to any adult concerned about what our children are learning in mathematics.
CONTENTSAcknowledgments
Introduction
PART I THE TRADITIONAL MODEL
Why Do I Need to Know This? The Case Against Traditional Mathematics
2 Whose Knowledge Is It? Experience in the Construction of Knowledge
3 So What's the Alternative? A New Model for Teaching Mathematics
PART II BEYOND THE TRADITION:
A PROGRESSIVE MODEL
4 Why Should I Care About This Stuff? Interest and Autonomy 85
5 How Do We Get These Kids to Learn? The Motivations of Children
6 Academics-Is That All We Should Care About? The Overlooked Intelligences 125
7 So What's the Alternative? A New Model for Teaching 141
8 Who Gets to Choose? Democratic Learning Communities 157
Appendix A: Mathematics Teacher 173
Appendix B: Exercises 177
References 181
Index 189
About the Author 193
