Teaching and Learning Mathematics in the 1990s (1990 NCTM Yearbook)

From MathEd.net Wiki
Revision as of 04:45, 4 July 2021 by Raymond Johnson (talk | contribs) (Added intro)
Jump to navigation Jump to search
Cover of the 1990 NCTM yearbook

Teaching and Learning Mathematics in the 1990s was published in 1990 by the National Council of Teachers of Mathematics as their 51st yearbook. Thomas Cooney, yearbook editor, describes in the preface that NCTM's Educational Materials Committee had "wisely chosen to devote the 1990 Yearbook to the people of mathematics education—teachers and students—and their changing roles in the face of the calls for reform in the 1990s." The first five chapters of the yearbook describe constructivist perspectives on learning, which at the time was a relatively new idea and a sharp contrast to perspectives that held that learning was a matter of transmitting knowledge from teacher to student. Also notable in this yearbook is the fourth section, "Cultural Factors in Teaching and Learning." These chapters, focused on issues such as feminist perspectives, African-American students, and language minority students aligned well with the "mathematics for all" messaging that NCTM communicated with the 1989 Standards. Cooney (University of Georgia) was assisted in the editing of the yearbook by an editorial panel consisting of Edward J. Davis (University of Georgia), Donald J. Dessart (University of Tennessee), Christian R. Hirsch (Western Michigan University), David R. Johnson (Nicolet High School, Milwaukee (Glendale)), and Miriam A. Leiva (University of North Carolina at Charlotte). Hirsch also served as the general yearbook editor.

Contents

Preface

Part 1: New Perspectives on Teaching and Learning

  1. Contributions of Research to Practice: Applying Findings, Methods, and Perspectives by Edward A. Silver (University of Pittsburgh, Pittsburgh, Pennsylvania)
  2. The Importance of Social Interaction in Children's Construction of Mathematical Knowledge by Erna Yackel (Purdue University, Calumet, Indiana), Paul Cobb (Purdue University, West Lafayette, Indiana), Terry Wood (Purdue University, West Lafayette, Indiana), Grayson Wheatley (Florida State University, Tallahassee, Florida), and Graceann Merkel (Klondike Elementary School, West Lafayette, Indiana)
  3. Constructivism and Beginning Arithmetic (K-2) by Constance Kamii (University of Alabama, Birmingham, Alabama)
  4. The Role of Routine Procedures in the Development of Mathematical Competence by James Hiebert (University of Delaware, Newark, Delaware)
  5. Adaptive Mathematics Teaching by Leslie P. Steffe (University of Georgia, Athens, Georgia)

Part 2: Effective Models and Methods for Teaching and Learning

  1. Small-Group Cooperative Learning in Mathematics by Neil Davidson (University of Maryland, College Park, Maryland)
  2. An Eclectic Model for Teaching Elementary School Mathematics by Thomas E. Rowan (Montgomery County Public Schools, Rockville, Maryland) and Nancy D. Cetorelli (Stratford Public Schools, Stratford, Connecticut)
  3. Mathematics as Communication: Using a Language-Experience Approach in the Elementary Grades by Frances R. Curcio (Queens College-CUNY, Flushing, New York)
  4. Effective Mathematics Teaching: One Perspective by Timothy D. Kanold (Adlai E. Stevenson High School, Prairie View, Illinois)
  5. Beyond Problem Solving: Problem Posing by Barbara Moses (Education Development Center, Inc., Newton, Massachusetts), Elizabeth Bjork (Education Development Center, Inc., Newton, Massachusetts), and E. Paul Goldenberg (Education Development Center, Inc., Newton, Massachusetts)
  6. Writing as a Tool for Teaching Mathematics: The Silent Revolution by Aggie Azzolino (Middlesex County College, Edison, New Jersey)
  7. Motivation: An Essential Component of Mathematics Instruction by Emma E. Holmes (California State University, Fullerton, California)

Part 3: The Role of Assessment in Teaching and Learning

  1. Assessment in Mathematics Classrooms, K-8 by Norman Webb (University of Wisconsin, Madison, Wisconsin) and Diane Briars (Pittsburgh Public Schools, Pittsburgh, Pennsylvania)
  2. Changes in Mathematics Teaching Call for Assessment Alternatives by David J. Clarke (Institute of Catholic Education, Oakleigh, Victoria, Australia), Doug M. Clarke (Institute of Catholic Education, Oakleigh, Victoria, Australia), and Charles J. Lovitt (Ministry of Education, Victoria, Australia)

Part 4: Cultural Factors in Teaching and Learning

  1. Mathematics for All Americans by Lynn Arthur Steen (Saint Olaf College, Northfield, Minnesota)
  2. The Challenges of a Changing World for Mathematics Education by Walter G. Secada (University of Wisconsin, Madison, Wisconsin)
  3. Teaching Mathematics: A Feminist Perspective by Suzanne K. Damarin (Ohio State University, Columbus, Ohio)
  4. African-American Students and the Promise of the Curriculum and Evaluation Standards by Lee V. Stiff (North Carolina State University, Raleigh, North Carolina)
  5. Increasing the Achievement and Participation of Language Minority Students in Mathematics Education by Gilbert Cuevas (University of Miami, Miami, Florida)
  6. Cultural Power and the Defining of School Mathematics: A Case Study by Brian F. Donovan (Phillip Institute of Technology, Victoria, Australia)

Part 5: Contextual Factors in Teaching and Learning

  1. The Invisible Hand Operating in Mathematics Instruction: Students' Conceptions and Expectations by Raffaella Borasi (University of Rochester, Rochester, New York)
  2. Contextualization and Mathematics for All by Claude Janvier (University of Quebec, Montreal, Canada)

Part 6: Implications of Technology for Teaching and Learning

  1. Computer-Enhanced Algebra: New Roles and Challenges for Teachers and Students by M. Kathleen Heid (Pennsylvania State University, University Park, Pennsylvania), Charlene Sheets (University of Maryland, College Park, Maryland), and Mary Ann Matras (East Stroudsburg University, East Stroudsburg, Pennsylvania)
  2. The Impact of Graphing Calculators on the Teaching and Learning of Mathematics by Gloria Barrett (North Carolina School of Science and Mathematics, Durham, North Carolina) and John Goebel (North Carolina School of Science and Mathematics, Durham, North Carolina)
  3. Enhancing Mathematics Teaching and Learning Through Technology by Franklin Demana (Ohio State University, Columbus, Ohio) and Bert K. Waits (Ohio State University, Columbus, Ohio)
  4. Teaching Mathematics With a Vision: Integrating Computers Into Instruction by Marc Swadener (University of Colorado, Boulder, Colorado) and William Blubaugh (University of Northern Colorado, Greeley, Colorado)

Part 7: Professionalism and Its Implications for Teaching and Learning

  1. Mathematics Teachers Reconceptualizing Their Roles by Charles Lovitt (Ministry of Education, Victoria, Australia), Max Stephens (Ministry of Education, Victoria, Australia), Doug Clarke (Institute of Catholic Education, Oakleigh, Victoria, Australia), and Thomas A. Romberg (University of Wisconsin, Madison, Wisconsin)
  2. Professionals in a Changing Profession by Mark Driscoll (Education Development Center, Newton, Massachusetts) and Brian Lord (Education Development Center, Newton, Massachusetts)

Index

External Links

  • Teaching and Learning Mathematics in the 1990s, available for borrowing from the Internet Archive

Cite

APA 7

Cooney, T. J., & Hirsch, C. R. (Eds.). (1990). Teaching and learning mathematics in the 1990s. National Council of Teachers of Mathematics.

Retrieved from "https://mathed.net/w/index.php?title=Teaching_and_Learning_Mathematics_in_the_1990s_(1990_NCTM_Yearbook)&oldid=2028"