Kajander A., Holm J., Chernoff E.J (Eds.) Teaching and Learning Secondary School Mathematics: Canadian Perspectives in an International Context

Springer, 2019. — 681 p. — (Advances in Mathematics Education). — ISBN: 3319923897.This volume brings together recent research and commentary in secondary school mathematics from a breadth of contemporary Canadian and International researchers and educators. It is both representative of mathematics education generally, as well as unique to the particular geography and culture of Canada. The chapters address topics of broad applicability such as technology in learning mathematics, recent interest in social justice contexts in the learning of mathematics, as well as Indigenous education. The voices of classroom practitioners, the group ultimately responsible for implementing this new vision of mathematics teaching and learning, are not forgotten. Each section includes a chapter written by a classroom teacher, making this volume unique in its approach. We have much to learn from one another, and this volume takes the stance that the development of a united vision, supported by both research and professional dialog, provides the first step.Preface – On Changing the Landscape: Ecclesiastes Vs. HeraclitusPowerful Stories: The Hitchhiker’s Guide to the Secondary Mathematics Curriculum Landscape
On Teaching and Learning Mathematics from a Cultural-Historical Perspective
Indigenous Perspectives in School Mathematics: From Intellect to Wisdom
Live(d) Topographies: The Emergent and Dynamical Nature of Ideas in Secondary Mathematics Classes
Drawing Upon Indigenous Knowledges to Transform the Secondary Mathematics Classroom
A Teacher’s Vie – It’s a Path, Not a Gap A Relationship-Based Approach to Mathematics and Well-being
Commentary – The Changing Landscape of Teaching and Learning Mathematics
Preface – The Particular, the Generic and the General Once More: Looking into Aspects of Canadian Mathematics Classrooms
Steps Toward a More Inclusive Mathematics Pedagogy
Learning Mathematics When Students Are New to Schooling and New to English
Introduction to Students at Risk: Case Studies of Often Unheard Students
Building Capacity in Grade 9 Mathematics: Case Studies from a Collaborative Inquiry Project in Applied Level Mathematics
Success in Grade 9 Applied Mathematics Courses
Reflecting on Good Mathematics Teaching: Knowing, Nurturing, Noticing
Mathematical Mindsets for the Teaching and Learning of Mathematics
Considering Indigenous Perspectives and Mathematics Education: Stories of Our Experiences As Teachers and Teacher Educators
A Teacher’s View – An Unexpected Adventure
Commentary – Shifting to a Culture of Inclusion
Preface – Building Relationships Through an Ethic of Care: Insights from the Work of Julie Long
Culturing Affect, Affective Cultures
Support to Thrive: Raising Resilience in Students in Secondary Schools
Digital Technology in Teaching Mathematical Competency: A Paradigm Shift
Considering Both Academic and Social Domains: Increasing Student Engagement in At-Risk Classrooms
A Teacher’s View – My Favourite Mistakes: Experiences Teaching Cree Students in Northern Quebec
Commentary – Fostering Relationships in the Work of Teaching Mathematics
Preface – Enhancing Problem-Based Learning
Building Thinking Classrooms
Teaching Mathematics and Developing Citizenship: How to Use Contexts to Enhance Problem-Based Learning
Teaching Probability in Junior High School Through Problem Solving: Construction and Analysis of a Probabilistic Problem
Bottles and Bridges: Sample Classroom Tasks Created by Beginning Teachers
Promoting Students’ Reasoning About Statistical Inference Through Engagement with a Problem-Based Instructional Activity Involving the Use of TinkerPlots Software
Supporting Mathematical Creativity Through Problem Solving
Exploring Math Through Social Justice Context Problems
Social Justice and the Teaching and Learning of Mathematics
A Teacher’s View – Problem Solving in the Secondary Classroom
Commentary – Characteristics of Mathematical Challenge in Problem-Based Approach to Teaching Mathematics
Commentary – Doing Is Not the Same As Thinking or Construing
Preface – Planning and Assessment: Teachers and Students as Central Actors
Planning a Unit by Starting with the End in Mind: Unit and Lesson Planning
Observing for Mathematical Proficiency in Secondary Mathematics Education
Re-Framing Testing to Better Fit Within Problem-solving Classrooms: Ways to Create and Review Tests
Enhancing Mathematics Teaching and Learning Through Sound Assessment Practices