Mathematics Miseducation: The Case Against a Tired Tradition

Mathematics Miseducation: The Case Against a Tired Tradition

by Derek Stolp
Pub. Date:
R&L Education
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Mathematics Miseducation: The Case Against a Tired Tradition

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.

Product Details

ISBN-13: 9781578862269
Publisher: R&L Education
Publication date: 04/07/2005
Pages: 208
Sales rank: 1,028,600
Product dimensions: 5.80(w) x 8.80(h) x 0.70(d)

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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