- Paperback: 100 pages
- Publisher: National Council of Teachers of Mathematics; First edition (March 1, 2012)
- Language: English
- ISBN-10: 0873536630
- ISBN-13: 978-0873536639
- Product Dimensions: 6 x 9 inches
- Shipping Weight: 8.8 ounces (View shipping rates and policies)
- Average Customer Review: 5.0 out of 5 stars See all reviews (5 customer reviews)
- Amazon Best Sellers Rank: #182,675 in Books (See Top 100 in Books)
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Strength in Numbers: Collaborative Learning in Secondary Mathematics Paperback – March 1, 2012
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This incisive, informative, well-researched, and practical book describes ways in which teachers can use collaborative learning to create secondary mathematics classrooms in which all students have an equal opportunity to learn. It deserves a wide audience--including teachers, teacher educators, administrators, and policy makers. --James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies and Director of the Center for Multicultural Education
[This book] addresses two crucial problems...The first is...how to engage all classroom learners in meaningful mathematics. The second is how to structure teaching so that teachers play a major role in improving the practice. Horn has done a beautiful job of grounding the relationship between these two challenges in real stories of teaching and teacher learning. --Magdalene Lampert, Professor of Education and Coordinator of the Learning in, from, and for Teaching Practice Project, University of Michigan
Horn offers practical principles, strategies, and insights that come straight from working in public, urban high schools. Mathematics teachers committed to group work, equitable participation, and building vibrant classroom communities should start here. --Carlos Cabana, High School Mathematics Teacher and Complex Instruction Educator
About the Author
Ilana Horn is a professor of Mathamatics Education at Vanderbilt University's Peabody College. Her work focuses on making rigorous mathematics accessible to a wide range of learners. Her research has two strands. The first considers what it means to teach secondary mathematics equitably and ambitiously. The second investigates how mathematics teachers learn this form of teaching, examining the role of colleagues and contexts in teachers' sense making.
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