Raising Achievement in Secondary Mathematics pdf epub mobi txt 电子书下载 2026

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出版者:McGraw-Hill

作者:Watson, Anne

出品人:

页数:208

译者:

出版时间:2006-11

价格:$ 49.70

装帧:Pap

isbn号码:9780335218608

丛书系列:

图书标签:

Mathematics Education
Secondary Education
Achievement
Teaching Strategies
Curriculum Development
Assessment
Problem Solving
Mathematical Literacy
Classroom Practice
Educational Psychology

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具体描述

This book brings together research and professional knowledge to enhance the teaching of lower attaining students in secondary mathematics. Attainment in mathematics is an important social issue, since underachievement can make a difference to future life choices, particularly amongst certain groups of students. "Raising Achievement in Secondary Mathematics" shows how well-meant teaching strategies and approaches can in practice exacerbate underachievement in maths by making inappropriate demands on learners. As well as criticizing some of the teaching and grouping practices that are considered normal in many schools, the book also offers an alternative view of attainment and capability, based on real classroom incidents in which 'low attaining students' show themselves to be able to think about mathematics in quite sophisticated ways. The author argues that teaching could be based on learners' proficiency, rather than on correcting deficits in knowledge and behaviour. She describes how a group of teachers who believed that their students could do better with higher expectations developed a range of principles and strategies to support their work - the students showed significant progress and the teachers felt they were doing a better job. With numerous case studies, ideas and teaching strategies, this book is for anyone who is teaching, or learning to teach, mathematics.

Secondary Mathematics: A Comprehensive Guide to Fostering Student Success This volume delves into the multifaceted landscape of secondary mathematics education, offering a robust framework designed to elevate student achievement and cultivate a profound understanding of mathematical concepts. Rather than focusing on a singular pedagogical approach or a specific curriculum, this book provides a holistic exploration of the key elements that contribute to effective teaching and learning in the secondary mathematics classroom. At its core, the book addresses the critical need for a deep and conceptual understanding of mathematics, moving beyond rote memorization and procedural fluency. It emphasizes the importance of developing students' ability to reason, problem-solve, and communicate their mathematical thinking. This involves exploring various strategies for fostering critical thinking skills, encouraging students to articulate their thought processes, and building a classroom environment where exploration and inquiry are valued. A significant portion of the book is dedicated to effective pedagogical strategies. It examines a range of approaches that have been shown to enhance student engagement and comprehension. This includes a detailed look at how to effectively introduce new concepts, build upon prior knowledge, and provide opportunities for students to apply their learning in diverse contexts. The text explores the power of visual aids, manipulatives, and technology as tools to make abstract mathematical ideas more accessible and concrete. Furthermore, it addresses the importance of differentiated instruction, providing guidance on how to cater to the varied learning needs, styles, and paces of students within a single classroom. This encompasses strategies for supporting struggling learners, challenging advanced students, and ensuring that all students feel a sense of belonging and success. The book also places a strong emphasis on assessment as a formative tool. It moves beyond traditional summative assessments to explore how ongoing, embedded assessment can inform instruction and guide student learning. This includes discussions on formative assessment techniques, such as observation, questioning, and informal checks for understanding, as well as strategies for providing timely and constructive feedback that helps students identify areas for improvement and build confidence. The role of summative assessments in evaluating overall mastery is also addressed, with an emphasis on designing assessments that accurately measure conceptual understanding and problem-solving abilities. Furthermore, classroom management and environment are explored as foundational elements for successful mathematics learning. The book offers practical advice on creating a positive, supportive, and engaging classroom atmosphere where students feel safe to take risks, ask questions, and learn from their mistakes. This includes strategies for fostering student collaboration, encouraging active participation, and managing the classroom effectively to maximize learning time. The importance of connecting mathematics to the real world is a recurring theme. The book advocates for integrating real-world applications, problem-solving scenarios, and interdisciplinary connections to demonstrate the relevance and power of mathematics. This helps students see mathematics not as an isolated subject but as a vital tool for understanding and interacting with the world around them. Finally, the book acknowledges the continuous need for professional development and reflection for mathematics educators. It encourages teachers to engage in ongoing learning, explore new research and best practices, and critically reflect on their own teaching to continually refine their approaches and improve student outcomes. This commitment to lifelong learning is presented as essential for navigating the evolving landscape of mathematics education and ensuring the highest quality of instruction for all students.

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作为一个在教育一线摸爬滚打多年的教师，我对各种教育理论的术语已经感到有些麻木，但这本书的语言风格却异常的清晰和鼓舞人心，完全没有那种学院派的生硬感。它成功地搭建了一座理论与实践之间的坚实桥梁。我特别欣赏作者对于“差异化教学”的实用化处理。以往的差异化往往流于表面，比如给快的学生额外的难题。而这本书提出了“梯度任务锚点”的概念，确保每个学生无论基础如何，都能从课堂活动中获得恰到好处的挑战和成就感。例如，书中详述了一个关于二次函数顶点求解的单元，如何通过三种不同层次的引入方式（视觉模型、代数推理、历史背景）同时满足处于不同理解阶段的学生，让他们最终殊途同归。读完这部分内容，我立即在下一周的课堂上尝试了这种结构，结果出乎意料地好——课堂的专注度和参与度明显提升，那些平时沉默寡言的学生也开始主动发言了。这种立竿见影的效果，足以证明这本书的价值远超一般的理论书籍。

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我个人认为，这本书在处理“数学焦虑”这一顽固难题上，展现了极高的敏感度和智慧。很多学生一看到符号和公式就开始“大脑宕机”，这往往源于过去不愉快的学习经历和外界的负面暗示。本书没有简单地提供“放松技巧”，而是深入剖析了这种焦虑如何影响工作记忆和问题解决能力。作者提出了一套系统性的“环境重塑”策略，主张从教室的物理布置到师生间的语言互动，都需要进行微调，以营造一个“低风险、高支持”的探索环境。比如，书中建议教师如何使用非评判性的语言来回应学生的错误陈述，将重点从“对错”转移到“思路探索”上来。我尤其喜欢其中关于“展示非标准解法”的章节，它让那些习惯于线性思维的学生看到了数学思维的多元性，极大地鼓舞了那些总担心自己“不够聪明”的孩子。这本书真正做到了以人为本，深刻理解了高中数学教学的复杂性和人文关怀的重要性。

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这本书简直是为那些在高中数学教学中感到力不从心，渴望看到学生成绩有实质性飞跃的老师们量身定制的宝典。我刚开始阅读时，还抱着一丝怀疑，毕竟市面上的教学指南汗牛充栋，真正能带来变革的少之又少。然而，这本书的切入点非常新颖，它没有停留在那些老生常谈的“多做练习”、“清晰讲解”的层面，而是深入探讨了“成就提升”背后的深层心理学和认知科学原理。作者似乎洞察到了每一个数学老师的痛点：学生们并非不努力，而是掌握了无效的学习策略，或者对数学产生了根深蒂固的畏难情绪。书中大量引用的案例研究，都指向了如何通过结构化的任务设计和即时的、有针对性的反馈，将“知道”转化为“做到”。特别是关于如何培养学生的“数学韧性”（Mathematical Resilience）那一部分，对我触动极大，它提供了一套可操作的框架，帮助我们在日常课堂中，将失败重新定义为学习过程中的关键跳板，而不是终点。这种对教学过程细致入微的解剖和重构，使得整本书读起来像是一场与经验丰富、富有激情的资深教育家的深度对话。

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这本书的视角非常宏大，它不仅关注如何让学生更好地“做”数学，更关注如何帮助他们“成为”数学学习者。其中关于评估实践的章节，对我来说是醍醐灌顶。我们常常陷入分数和等级的泥潭，而忽略了评估的真正目的——诊断和促进学习。作者强力主张采用形成性评估作为教学反馈的主要驱动力，并提供了一系列无需大量纸笔批改就能有效收集学生思维过程的方法，比如“三分钟总结卡片”、“同伴反思日志”等。这些工具的精妙之处在于，它们不仅帮助老师快速定位知识盲区，更重要的是，它们教会了学生如何批判性地审视自己的学习成果，培养了他们的元认知能力。这对于提升学生的长期学习效能至关重要，因为一个懂得自我修正的学习者，远比一个依赖外部评价的学生更有潜力。整本书的基调是积极向上、充满建设性的，它给了我一种久违的、能够掌控学生学习方向的信心。

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坦率地说，我期待的是一本提供大量“即插即用”的教案和活动清单的实用手册，但这本书带给我的远比那要深刻和持久。它更像是一份高质量的“教学哲学宣言”，迫使你重新审视自己对“优秀教学”的定义。最让我印象深刻的是其中关于“概念连接”（Conceptual Linking）的论述。很多时候，我们急于传授知识点，却忽略了代数、几何、函数之间内在的逻辑关联，导致学生学完一章忘一章，知识体系支离破碎。这本书提供了一套精妙的、跨章节的教学序列规划，旨在通过一系列精心设计的、层层递进的问题，让学生自己去“发现”数学结构的美感，而不是被动地接受结论。这种以学生为中心的发现式学习，虽然在初期需要教师投入更多的时间进行备课和引导，但一旦形成良性循环，学生自主解决复杂问题的能力便会得到几何级的增长。书中的图表和模型清晰地展示了认知负荷理论如何在数学学习中发挥作用，非常适合那些希望从经验主义教学转向循证教学的教师群体。

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