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Talking and writing about unfinished ideas is vital to learning mathematics, but most students only speak up when they think they have the right answer - especially middle school and high school students. Amanda Jansen and her collaborating teachers have developed a breakthrough approach to address this challenge.
List of contents
1. Rough Draft thinking in Mathematics Classrooms 2. Building a Culture of Rough Draft Thinking 3. Tasks that Provide 4. Refining Understanding Through Revising in Math Class 5. Rough Draft Thinking as a Rehumanizing Endeavor 6. Putting “It” into Practice … or We Are All Works in Progress
About the author
Amanda (Mandy) Jansen began her career in mathematics education as a junior high mathematics teacher (grades 7-9) in Mesa, Arizona. Her undergraduate degree is in mathematics, and it is from the University of Arizona in Tucson. She minored in English education. She went on to earn her Ph.D. in educational psychology at Michigan State University in East Lansing. Mandy currently works as a Professor in the School of Education at the University of Delaware where she also has a joint appointment in the Department of Mathematical Sciences. She teaches future elementary and middle school teachers to develop their mathematics knowledge for teaching and their pedagogical practices. Her research addresses adolescent students’ motivation and engagement in mathematics classrooms, as well as teachers’ efforts to engage students in learning mathematics.
Summary
Talking and writing about unfinished ideas is vital to learning mathematics, but most students only speak up when they think they have the right answer - especially middle school and high school students. Amanda Jansen and her collaborating teachers have developed a breakthrough approach to address this challenge.
