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Debates in Mathematics Education explores and highlights the major issues and debates mathematics teachers will encounter throughout their professional life. By opening up theory and research in a way that is linked to practice, the book encourages teachers to consider relevant debates in order to reach their own informed judgements and reflect on their own teaching practice. Written by a team of experts in the field, the chapters provide a balanced and comprehensive take on historical and current mathematics debates. Covering a broad range of issues in the pedagogy, politics, philosophy and sociology of mathematics education, the book reflects wider trends in mathematics education research and presents this research in an accessible but academic manner.
Debates considered include: Gender, social class and ethnicity in the mathematics classroom Popular culture and mathematics Politics and mathematics The history of mathematics The concept of 'ability' and its impact on learning The notion and importance of mathematical literacy Theory and methods for teaching and learning mathematics Curriculum and assessment Providing up-to-date, in-depth material to inform and help shape research, writing and practice and develop a deeper understanding of the debates surrounding mathematics education, this book will be a valuable resource for any student or practising teacher engaged in initial teacher training, continuing professional development and Masters level study.
List of contents
Acknowledgements Notes on Contributors Introduction: Welcome to Debates In Mathematics Education Section I: Debates in the Social and Political Context of Mathematics Education Introduction 1. Ability Thinking 2. From Good Will Hunting To Deal Or No Deal: Using Popular Culture in the Mathematics Classroom 3. Mathematics and Politics? Climate Change in the Mathematics Classroom 4. School Mathematics as Social Classification 5. Mathematics and Gender 6. Made for Mathematics? Implications for Teaching and Learning Section II: Debates in the Teaching and Learning of Mathematics Introduction 7. Mental Maths - Just about what we do in our heads? 8. System Error? Debating Digital Technologies in Mathematics Education 9. The Role of Examples in Mathematics Teaching 10. History of Mathematics in and for the Curriculum 11. Should ‘Teaching for Understanding’ be the Pinnacle of Mathematics Education? 12. A Pedagogy for Attainment for all Section III: Debates in Mathematics Curriculum and Assessment Introduction 13. Debates in Mathematics Curriculum and Assessment 14. Mathematical Literacy: What is it? And is it Important? 15. Assessment in Mathematics Education: Key Debates 16. The Fitness and Impact ofGCSE Mathematics Examinations 17. Choosing the Future: A-Level Mathematics
About the author
Dawn Leslie is Senior Lecturer in Education at Brunel University, UK.
Heather Mendick is Reader in Education at Brunel University, UK.
Summary
Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. It engages with established and contemporary debates, promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding.
Written by experts in the field of mathematics education, it investigates and offers fresh insight into topics of central importance, including:
Gender, social inequality and mathematics
Mathematics, politics and climate change
The history and culture of mathematics
Using popular culture in the mathematics classroom
The concept of ‘ability’ and its impact on learning
What we mean by ‘teaching for understanding’
Choosing and using examples in teaching
The fitness of formal examinations.
Designed to stimulate discussion and support you in your own research, writing and practice, Debates in Mathematics Education will be a valuable resource for any student or practising teacher engaged in initial teacher training, continuing professional development or Masters level study. It also has much to offer to those leading initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research.
