ERIC Number: ED478193
Record Type: RIE
Publication Date: 1999
Pages: 16
Abstractor: N/A
ISBN: ISBN-0-8058-3028-6
ISSN: N/A
EISSN: N/A
Available Date: N/A
Mathematics Worth Teaching, Mathematics Worth Understanding.
Romberg, Thomas A.; Kaput, James J.
This chapter examines the scope of the mathematical content educators expect students to understand after they have participated in mathematics courses. It is organized under four headings: (1) Traditional School Mathematics, to clarify what the shift is away from; (2) Mathematics as Human Activity, to portray the direction the shift is toward; (3) Mathematics Worth Teaching; and (4) Speculations about School Mathematics in the Future. (SOE)
Descriptors: Classroom Environment, Educational Research, Elementary Secondary Education, Learning, Learning Readiness, Mathematics Curriculum, Mathematics Instruction, Student Motivation
Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
Note: In: Fennema, Elizabeth, Ed. and Thomas A. Romberg, Ed., Mathematics Classrooms That Promote Understanding, Mahwah, NJ, Lawrence Erlbaum, 1999. p3-17. For entire book, see SE 068 002.
