Embracing Reason

Daniel Chazan, Sandra Callis, Michael Lehman

• Preface: Mathematics and Egalitarian Ideals School Mathematics and Egalitarian Ideals: A Focus on Reason(s)Acknowledgements1 Introduction to Our Case StudyOur Goals and Our Own VoicesThe Importance of Teacher DevelopmentA School-University PDS Two-Way RelationshipThe Structure of this Case Study and Its Included TextsPart I Changes in Classroom Teaching Practice2 AssessmentMathematics Performance AssessmentAlternative Formats and A Taxonomy of Tasks3 Curriculum and Instructional ModelsStarting a Functions-Based Approach to AlgebraPerspectives on Holt Algebra 1 from the Department Chair and a Newer Teacher4 PlanningTeacher as Course-Level PlannerMust Teachers’ Create Curriculum? For Every Class?5 Interlude A: On-campus Preservice AssignmentsTE 804 Reflection and Inquiry in Teaching Practice IIPreservice Teachers as Curriculum MakersShould Preservice Teachers be Encouraged to Create Curriculum?6 Instructional TasksFinding Mathematics in the World Around UsGetting Past Lame Justifications!7 Classroom RolesOne Teacher’s Transformation in TeachingWhat Teachers Think is Important!Part II Student Experience of the Curriculum8 Lower Track ClassesFrom an E to an A with the Help of a Graphing CalculatorHow Important are Calculators?9 Standard Track ClassesStudents’ views of mathematical conversationCURRICULUMPATTERN OF TEACHING/LEARNINGCONCEPTION OF MATHEMATICSManaging Students’ Participation in Classroom Conversation10 Advanced CourseworkDeveloping an Interest in MathematicsWhat is "mathematical power"? Related dilemmas of teaching11 Interlude B: Observation in ClassroomsField Experience really was the Best Teacher!Our Contrasting Preservice Field Experiences12 Interlude C: Student Teaching/InternshipWhat Kind of Teacher Will I Be?How Do We Talk with Other Teachers about Our "Holt" Experiences?Part III Professional Growth and Development13 Time and RespectBeing Treated (and Treating Ourselves) as ProfessionalsThoughts from Latecomers14 Restructuring Teacher WorkShared Teaching AssignmentsWhat Do Shared Teaching Assignments Tell Us about Learning while Teaching?15 Departmental CultureOne Transformed Teacher’s ViewpointElementary Mathematics can be Complex and Interesting!16 Changing the Math CurriculumTeaching a Technologically-Supported Approach to School AlgebraThoughts on Where to Start17 Learning from Students and ColleaguesQuestioning Ourselves and the AuthoritiesShould We Ever Tell Mathematical White Lies to Our Students?18 Interlude D: Learning Math from Coursework ConversationLines and pointsComments from Some Former "Students"19 Participation in Teacher EducationBecoming a Professional Teacher; Being a Mentor TeacherBeing a Mentor Teacher is Hard Work!20 Graduate StudyTheory is Practical!The Role of Views of Mathematics in TeachingPart IV Stepping back: The perspective of a local "outsider"21 A Quiet Revolution? Reflecting on Mathematics Reform at Holt High SchoolEpilogueCast of CharactersEditorsTeacher authors and respondersTeacher respondersHolt student authorsNon-Holt authorsReferences

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