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By Daniel Chazan

Explores the major dynamics of educating - setting up who one's scholars are, what to coach and the way to have interaction with dynamic personalities. The booklet examines intimately a teacher's evolving understandings in their scholars, algebra and teachers-student lecture room roles.

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Additional info for Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (The Series on School Reform)

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First, there is mathematics itself. We are so used to having mathematics play a central role in schooling that we forget how "unreasonable" our views of mathematics can seem to students. Here are some illustrations. Teachers often suggest to students that mathematical knowledge is special, different. Mathematical statements do not need to be qualified in the ways in which other statements must be. ). Mathematics seems to have a unique way of knowing that is different from the one utilized in other fields of knowledge.

WASLEY This series also incorporates earlier titles in the Professional Development and Practice Series Page iii Beyond Formulas in Mathematics and Teaching Dynamics of the High School Algebra Classroom Daniel Chazan Foreword by Penelope Peterson Page iv Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 Copyright © 2000 by Teachers College, Columbia University All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher.

Finally, students were to check that this equation worked by substituting the coordinates of the second point and verifying that the equation worked. In this case, -1 is indeed equal to 1 * 2 - 3. 3. Slope and y-intercept. Reflection on This Illustration. What does the long exposition of my teaching of this method tell us about the nature of my dayschool students' experience of algebra? I suggest that teaching this procedure in this way fits with what Richard Skemp (1976) calls an instrumental view of mathematics.

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