Teaching Secondary and Middle School Mathematics

Preface

Unit 1: What Does It Mean to “Do,” “Teach,” and “Learn” Mathematics?

Chapter 1: Mathematics as a Process

Chapter 2: Principles of Mathematics Education

Chapter 3: Learning Theories and Psychology in Mathematics Education

Unit 2: The Mathematics Curriculum

Chapter 4: Curricular Models

Chapter 5: Implementing a Course of Study

Unit 3: Teaching Mathematics

Chapter 6: Planning for Instruction

Chapter 7: Teaching Tools and Strategies

Chapter 8: Teaching Number Sense and Algebra

Chapter 9: Teaching Geometry, Statistics/Probability, and Discrete Mathematics

Unit 4: Assessment in Mathematics

Chapter 10: The Role of Assessment

Chapter 11: Principles of Assessment Practices

Unit 5: Meeting Individual Student and Teacher Needs

Chapter 12: Meeting the Needs of All Students

Chapter 13: The Teacher of Mathematics in the School Community

Appendix

Bibliographic References and Resources

Index

• Authentic Examples from the Classroom.Classroom Dialoguesfeature boxes in every chapter include examples of student work or quotes from a class that allow the reader to reflect on common mathematical misconceptions and how to address them in the classroom.
• Review the Six NCTM Principles for Mathematics Education. Readers will be acquainted with the guiding principles of: equity, curriculum, teaching, learning, assessment, and technology.
• Current Research and Trends in Mathematics Education. Every chapter contains additional resources and reports that deal with the most recent research and trends in mathematics education, such as current technologies, recent TIMSS data, and curriculum recommendations made by NCTM, the College Board, and Achieve.
• High School Mathematics Prep. Coverage of Pre-Calculus and Calculus provides a general overview for future high school teachers who may be called up to teach these classes.
• Meet the Needs of All Students in the Math Classroom. Coverage of differentiated instruction enables math teachers to design instruction to meet the needs of all students.
• Envision Yourself as a Mathematics Teacher. How Would You React?case studies in each chapter allow readers to place themselves in the role of a mathematics teacher and reflect on how they would handle a given situation.
• Ideas for Planning Math Instruction. More than 60 practical, classroom-tested teaching ideas, including sample lessons and activities that reference NCTM standards, provide future mathematics teachers with a basis for planning instruction.
• Utilize Technology to Enhance and Support Teaching of Mathematics. Discussion of the use of technology in the teaching and learning of mathematics appears throughout the text, especially prominent in the Spotlight on Technology feature box in each chapter.

Daniel Brahier is a Professor of Mathematics at Bowling Green State University in Ohio. In addition, he teaches an eighth grade mathematics class at St. Rose School in Perrysburg, Ohio. In his more than 30 years in education, he has been middle and high school mathematics and science teacher, a principal, a guidance counselor, a curriculum consultant, and a university professor. He is co-author of Today’s Mathematics, Twelfth Edition, a methods and content book for elementary teachers published by Wiley (2009), as well as the author of three other books on mathematics education. He is a Past-President of the Ohio Council of Teachers of Mathematics and has served in numerous capacities for the National Council of Teachers of Mathematics, such as the editorial panel of the journal of Mathematics Teaching in the Middle School. He has presented mini-courses and lectures throughout the United States as well as in Canada, Mexico, Australia, Singapore, and Germany.

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