http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Getting into the mathematics conversation
valuing communication in mathematics classrooms : readings from NCMT's school-based journals
xvi, 423 pages : illustrations (some color) ; 28 cm.
Introduction: Metaphors and models -- Section 1: The need for conversation -- Conversation starter -- Letter from the editors -- Conversation case-making pieces -- Diana F. Steele, "Learning mathematical language in the zone of proximal development" -- Alan J. Bishop, "What values do you teach when you teach mathematics/" -- Ubiratan D'Ambrosio, "What is ethnomathematics, and how can it help children in schools?" -- Deborah Lowenberg Ball, "What's all this talk about 'Discourse'?" -- Section 2: The nature of mathematics -- Conversation starter -- Letter to David and Jean -- David Rock and Jean M. Shaw, "Exploring children's thinking about mathematicians and their work" -- Conversation pieces -- Elham Kazemi, "Discourse that promotes conceptual understanding" (Listening and Speaking) -- Lynda R. Wiest, "Selected resources for encouraging females in mathematics" (Reading) -- Susan H. Picker and John S. Berry, "Your students' images of mathematicans and mathematics" (Writing) -- Eric J. Knuth and Rebekah L. Elliott, "Characterizing students' understandings of mathematical proof" (Multiple forms) -- Section 3: Sociocultural perspective -- Conversation starter -- Letter to Bill -- William Tate, "Mathematics communication: creating opportunities to learn" -- Conversation pieces -- Lawrence M. Lesser, "Reunion of broken parts: experiencing diversity in algebra" (Listening and Speaking) -- Marilyn E. Strutchens, "Multicultural literature as a context for problem solving: children and parents learning together" (Reading) -- Kanwal Singh Neel, "Addressing diversity in the mathematics classroom with cultural artifacts" (Writing) -- Diane Torres-Velasquez with Gilberto Lobo, "Culturally responsive mathematics teaching and English language learners" (Multiple forms) -- Section 4: Classroom management -- Conversation starter -- Letter to Azita and Mary -- Azita Manouchehri and Mary C. Enderson, "Promoting mathematical discourse: learning from classroom examples" -- Conversation pieces -- Laura R. Van Zoest and Ann Enyart, "Discourse, of course: encouraging genuine mathematical conversations" (Listening and Speaking) -- Donna M. Jenner, "Experiencing and understanding mathematics in the midst of a story" (Reading) -- Julia A. Barnes, "Creative writing in trigonometry" (Writing) -- Mary Kay Stein, "Mathematical argumentation: putting umph into classroom discussions" (Multiple forms) -- Section 5: Curriculum -- Conversation starter -- Letter to Vena -- Vena M. Long, "From polygons to poetry" -- Conversation pieces -- Jo Clay Olson, "Interdisciplinary projects enhance teaching and learning" (Listening and Speaking) -- David J. Whitin, "The potentials and pitfalls of integrating literature into the mathematics program" (Reading) -- Wanda Leigh Elliott, Writing, a necessary tool for learning" (Writing) -- Claudia Zaslavsky, "Developing number sense: what can other cultures tell us?" (Multiple forms) -- Pedagogical content knowledge (PCK) matrix -- Communication form: Listening and speaking -- Communication form: Reading -- Communication form: Writing -- Communication form: Multiple -- Section 6: Context -- Conversation starter -- Letter to Peggy -- Peggy Kulczewski, "Vygotsky and the three bears" -- Conversation pieces -- Dorothy Y. White, "Kenta, kilts, and kimonos: exploring cultures and mathematics through fabrics (Listening and Speaking) -- Will Hansen, "War and pieces" (Reading) -- Joseph G. R. Martinez, "Thinking and writing mathematically: 'Achilles and the Tortoise' as an algebraic word problem" (Writing) -- Margaret R. Meyer with Gorgianna Diopoulos, "Anchored learning in context" (Multiple forms) -- Section 7: Environment -- Conversation starter -- Letter to Suzanne and Kristen -- Suzanne H. Chapin and Kristen E. Eastman, "External and internal characteristics of learning environments" -- Conversation pieces -- Beatriz S. D'Ambrosio and Fernand J. Prevost, "Highlighting the humanistic dimensions of mathematics activity through classroom discourse" (Listening and Speaking) -- Charlene E. Beckmann, Denisse R. Thompson, and Richard A. Austin, "Exploring proportional reasoning through movies and literature" (Reading) -- Gladis Kersaint and Michaele F. Chappell, "Capturing students' interests: a quest to discover mathematical potential (Writing) -- Karen A. Marrongelle, "Enhancing meaning in mathematics: drawing on what students know about the physical world" (Multiple forms) -- Section 8: Pedagogy -- Conversation starter -- Letter to Mark -- Mark W. Ellis, "Constructing a personal understanding of mathematics: making the pieces fit" -- Conversation pieces -- Amy M. Roth McDuffie and Terrell A. Young, "Promoting mathematical discourse through children's literature" (Listening and Speaking) -- Iris DeLoach Johnson, "Grandfather Tang goes to high school" (Reading) -- Werner W. Liedtke and Judith Sales, "Writing tasks that succeed" (Writing) -- Rheta N. Rubenstein and Denisse R. Thompson, "Learning mathematical symbolism: challenges and instructional strategies" (Multiple forms) -- Section 9: Assessment -- Conversation starter -- Letter to Cynthia -- Cynthia M. Garnett, "Testing--do not disturb? A concerned parent's view on testing" -- Conversation pieces -- Nancey C. Lavigne and Susanne P. Lajoie, "Communicating performance criteria to students through technology" (Listening and Speaking) -- Diana V. Lambdin and Kathleen Lynch, "Examining mathematics tasks from the National Assessment of Educational Progress" (Reading) -- Sonia M. Helton, "I think the citanre will hoder lase': journal keeping in mathematics class" (Writing) -- Kay B. Sammons, Beth Kobett, Joan Heiss, and Francis (Skip) Fennell, "Linking instruction and assessment in the mathematics classroom" (Multiple forms).
edited by Portia C. Elliott, Cynthia M. Elliott Garnett.
Includes bibliographical references (pages 395-423).