Mathematics Miseducation

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Overview

Author and veteran teacher Derek Stolp has come to the conclusion that learning mathematics is of no real consequence for the vast majority of our children. This stance flies in the face of the conventional wisdom held among political leaders, business people, teachers, and parents that mathematics is an essential subject for all children to study well into their high school years. In Mathematics Miseducation, Stolp argues that mathematics, as currently taught, does not justify inclusion in the curriculum and he suggests practical changes that can be implemented within a traditional school environment to resuscitate mathematics education. In this book, the author demonstrates that our beliefs about what children need and what motivates them to learn promote practices that are counterproductive, and that these practices ultimately corrupt students' own healthy motivations. Stolp contends that there is too much emphasis upon academics in our schools, and that other important dimensions of education, such as the social, emotional, and moral development of our children, are ignored. Includes: · Progressive and practical alternatives to the traditional methods of teaching · Research and examples citing ways of bringing the discipline to life In seamlessly weaving theory and practice, Derek Stolp provides a narrative that is accessible to any adult concerned about what our children are learning in mathematics.

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Editorial Reviews

CHOICE
Stolp brings his experience and study to this critique of mathematics teaching. The attention to students' social, emotional, and moral development distinguishes this book from many calls for reform. He draws on philosophy and studies of mathematics teaching, as well as on psychological studies of motivation and emotional intelligences. Going beyond the more familiar criticisms of traditional teaching as telling, he analyzes the impact of assessment, discipline, organization and breadth of the curriculum, grading, and teacher/student relationships on students' understanding of and interest in mathematics. Recommended.
Scitech Book News
Stolp believes that studying math for the sake of studying math is both useless and frustrating for the vast majority of schoolchildren. He proposes, instead, an alternative method that steps across disciplines, promotes taking advantage of children's natural curiosity and need to make sense of the world, so they will find practical applications they will take with them outside the classroom.
Mathematics Teacher
Derek Stolp has plenty to say about what needs fixing in mathematics education, and he gives us some definite ideas for doing so. I recommend this book to anyone who is self-satisfied in the profession...It will make you think and force you to gather evidence to defend your thinking and teaching practices.
Choice
Stolp brings his experience and study to this critique of mathematics teaching. The attention to students' social, emotional, and moral development distinguishes this book from many calls for reform. He draws on philosophy and studies of mathematics teaching, as well as on psychological studies of motivation and emotional intelligences. Going beyond the more familiar criticisms of traditional teaching as telling, he analyzes the impact of assessment, discipline, organization and breadth of the curriculum, grading, and teacher/student relationships on students' understanding of and interest in mathematics. Recommended.
Mike Rose
This beautifully written book is rich in wisdom. Teachers, students, and parents will find it full of humane good sense and valuable insight into the teaching and learning of mathematics—and of much more.
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Product Details

  • ISBN-13: 9781578862269
  • Publisher: The Rowman & Littlefield Publishing Group Inc
  • Publication date: 4/1/2005
  • Pages: 208
  • Product dimensions: 5.80 (w) x 8.80 (h) x 0.70 (d)

Meet the Author

Derek Stolp teaches at the Inly School in Massachusetts. He has taught mathematics in independent schools for 35 years.

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Table of Contents

Part 1 Acknowledgments Part 2 Introduction Part 3 Part I The Traditional Model Chapter 4 1 Why Do I Need to Know This? The Case Against Traditional Mathematics Chapter 5 2 Whose Knowledge Is It? Experience in the Construction of Knowledge Chapter 6 3 So What's the Alternative? A New Model for Teaching Mathematics Part 7 Part II Beyond the Tradition: A Progressive Model Chapter 8 4 Why Should I Care About This Stuff? Interest and Autonomy Chapter 9 5 How Do We Get These Kids to Learn? The Motivations of Children Chapter 10 6 Academics—Is That All We Should Care About? The Overlooked Intelligences Chapter 11 7 So What's the Alternative? A New Model for Teaching Chapter 12 8 Who Gets to Choose? Democratic Learning Communities Part 13 Appendix A: Mathematics Teacher Part 14 Appendix B: Exercises Part 15 References Part 16 Index Part 17 About the Author

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