Teaching Problems and the Problems of Teaching / Edition 1

Teaching Problems and the Problems of Teaching / Edition 1

by Magdalene Lampert
     
 

ISBN-10: 0300099479

ISBN-13: 9780300099478

Pub. Date: 01/28/2001

Publisher: Yale University Press

In today's education debates, many experts call for school vouchers, smaller classes, more standardized testing, or rigorous teacher accrediting as the key to improving student performance. Remarkably, none of these approaches addresses what actually goes on in the classroom. In this book an experienced classroom teacher and noted researcher on teaching takes us into…  See more details below

Overview

In today's education debates, many experts call for school vouchers, smaller classes, more standardized testing, or rigorous teacher accrediting as the key to improving student performance. Remarkably, none of these approaches addresses what actually goes on in the classroom. In this book an experienced classroom teacher and noted researcher on teaching takes us into her fifth-grade math class through the course of a year. Magdalene Lampert shows how classroom dynamics -- the complex relationship of teacher, student, and content -- are critical in the process of bringing each student to a deeper understanding of mathematics, or any other subject. She offers valuable insights into students and teaching for all who are concerned about improving the learning that happens in the classroom.

Lampert considers the teacher's and students' work from many different angles, in views large and small. She analyzes her own practice in a particular classroom, student by student and moment by moment. She also investigates the particular kind of teaching that aims at engaging elementary school students in learning fundamentally important ideas and skills by working on problems. Finally, she looks at the common problems of teaching that occur regardless of the individuals, subject matter, or kinds of practice involved. Lampert arrives at an original model of teaching practice that casts new light on the complexity in teachers' work and on the ways teachers can successfully deal with teaching problems.

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Product Details

ISBN-13:
9780300099478
Publisher:
Yale University Press
Publication date:
01/28/2001
Edition description:
New Edition
Pages:
512
Sales rank:
603,695
Product dimensions:
7.00(w) x 9.90(h) x 1.10(d)

Table of Contents

Acknowledgmentsxi
1Understanding Teaching: Why Is It So Hard?1
The Problems in Teaching1
Teaching with Problems3
Why Teach with Problems?4
What I Teach with Problems5
A Case of Teaching6
2An Instance of Teaching Practice9
The Big Picture9
Zooming In to a Lesson on Rate10
Zooming Further In: Teaching Richard, Catherine, and Awad14
Changing Focus: Teaching Anthony and Tyrone19
Changing Focus Again: Teaching Ellie, Sam, and Yasu23
From Narrative to Analysis27
3Why I Wrote This Book--and How29
Isolation Versus Communication29
Teaching as Working in Relationships: A Basic Model of Practice30
Elaborating the Model: Teaching Across the Year, Across Students, and Across the Curriculum35
An Unusual Research Program38
Figuring out How to Display the Work of Teaching41
Where Do Teaching Problems Arise?45
4Teaching to Establish a Classroom Culture51
Arranging the Physical Environment to Support a Classroom Culture54
Choosing Mathematical Content to Complement Culture-Building Practices56
Zooming in on the First Mathematics Lesson of the Year59
Zooming out to the First Week of School: Introducing Conditions, Conjectures, and Revision65
Establishing Structures for Students' Independent and Collaborative Activities79
Establishing Norms for Written Communication84
What Kind of Work Is This?92
Problems in Teaching in the Domain of Establishing Classroom Culture97
5Teaching While Preparing for a Lesson101
Where to Begin, Mathematically?101
Learning About My Students and Their Capacity to Study This Mathematics108
Problems in Teaching in the Domain of Preparing a Lesson117
6Teaching While Students Work Independently121
Teaching Problems in One-on-One Interactions with Students122
Teaching Students to Study Collaboratively127
Observing and Making Sense of the Range of Student Performance131
Teaching Problems in the Domain of Supporting Students' Independent Work139
Teaching Problems in Other Domains Caused by Students' Independent Work on Mathematics Problems141
7Teaching While Leading a Whole-Class Discussion143
Teaching in the Moment so the Whole Class Can Study144
Zooming out from Particular Exchanges to the Class as a Whole: Linking Students with Content Across Events159
Using Students to Take the Class into New Mathematical Territory164
Problems in Teaching in the Domain of Leading a Whole-Class Discussion174
Problems in a Lesson Lead to Larger-Scale Problems176
8Teaching to Deliberately Connect Content Across Lessons179
Anticipating the Connections That Can Be Made in a Problem Context180
Teaching This Mathematics to This Class188
Problems in Teaching in the Domain of Deliberately Connecting Content Across Lessons210
9Teaching to Cover the Curriculum213
Teaching to Cover Topics with Problems213
Viewing the Teaching of Topics Through Wide-Angle Lenses217
Teaching Topics as Connected Elements of the "Big Ideas" in a Discipline220
Cases of Teaching "Conceptual Fields"223
Teaching Again in the "Same" Conceptual Field240
Common Contexts and the Work of Coverage Across Lessons255
Problems in Teaching in the Domain of Covering the Curriculum: "Invisible Work"259
New Problems Raised by Reformulating Coverage in Terms of Conceptual Fields262
10Teaching Students to Be People Who Study in School265
Teaching Intellectual Courage, Intellectual Honesty, and Wise Restraint266
Working up to Mathematical Risk Taking: Teaching Richard from September to December268
Integrating Academic Character into Preadolescent Social Life: Teaching Saundra to Think and to Reason287
Problems of Practice in Teaching Students to Be People Who Study in School325
11Teaching the Nature of Accomplishment329
Accomplishment in the Classroom329
A Quiz on Fractions as a Resource for Teaching About Accomplishment332
Problems in Teaching the Nature of Progress357
Remaining Problems for Teaching358
12Teaching the Whole Class361
Elements of Teaching in Understanding Variations in Achievement363
Looking with a Wider Lens at Teaching to Differences367
Figuring out What to Teach in March and Whom to Teach It To371
Acts of Teaching for Working with Diverse Skills and Understanding at the Whole-Class Level387
13Teaching Closure389
Providing an Opportunity for Students to Demonstrate Acquired Knowledge and Skill in a Conceptual Field391

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