The Root of the Problem = Reading?

Autor/inn/en	Brunner, Judy; Lindenberg, Susan
Titel	The Root of the Problem = Reading?
Quelle	In: Principal Leadership, 12 (2012) 7, S.48-52 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Teaching Methods; Mathematics Instruction; Educational Resources; Textbooks; Teaching Styles; Teacher Effectiveness; Instructional Effectiveness; Instructional Improvement; Textbook Content; Teaching Guides; Problem Solving; Teaching Skills; Knowledge Base for Teaching; Educational Strategies; Classroom Techniques; Instructional Development + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Bildungsmittel; Textbook; Text book; Schulbuch; Lehrbuch; Lehrstil; Unterrichtsstil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterrichtsqualität; Lehrbuchtext; Lehrerhandbuch; Problemlösen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrstrategie; Klassenführung; Teaching improvement; Unterrichtsentwicklung
Abstract	Every day students from across the United States enter their math classrooms, take their seats, sit passively as their teachers teach the content, and then go home only marginally prepared to solve the problems their teachers assigned. Although the challenges of teaching are universal and as old as Methuselah, the advantage today is that educators know more about how to teach well than ever before. That includes the teaching of mathematics. Whether it is an AP class or beginning algebra, students can be set up to succeed or to fail. To a large degree, it is the teacher that makes the difference. Most math textbooks provide a number of valuable teaching strategies, and many features within the books are designed to support student understanding, but teachers' and students' approaches to the written material must be strategic and deliberate. Too often both groups ignore the words within the books, skip to the problems, and never fully recognize the connection between the two. Math instructors overlook some teaching strategies and techniques because the instructors themselves do not need them to understand the content. As a result, well-intentioned educators may fail to teach students how to use the text as a learning resource. This article offers some strategies that can help teachers make the most of their course textbooks and show students how to use them effectively. (Contains 1 figure.) (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10