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BUILDING MATHEMATICS LEARNING COMMUNITIES: IMPROVING By Erica N. Walker **Mint** - Picture 1 of 1

Building Mathematics Learning Communities : Improving Outcomes in Urban High Schools by Erica N. Walker (2012, Trade Paperback)

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BUILDING MATHEMATICS LEARNING COMMUNITIES: IMPROVING OUTCOMES IN URBAN HIGH SCHOOLS By Erica N. Walker **Mint Condition**.

About this product

Product Identifiers

PublisherTeacher's College Press

ISBN-100807753289

ISBN-139780807753286

eBay Product ID (ePID)128675773

Product Key Features

Number of Pages168 Pages

Publication NameBuilding Mathematics Learning Communities : Improving Outcomes in Urban High Schools

LanguageEnglish

Publication Year2012

SubjectUrban, General, Teaching Methods & Materials / Mathematics

TypeTextbook

Subject AreaEducation

AuthorErica N. Walker

FormatTrade Paperback

Dimensions

Item Height0.3 in

Item Weight8.4 Oz

Item Length9 in

Item Width6.1 in

Additional Product Features

Intended AudienceScholarly & Professional

LCCN2012-009269

Reviews"Walker argues for the importance of research to go beyond the performance issues and provide critical insight into students' mathematical thinking, persistence, and types of achievement other than standardized testing. Hear, hear!" --Mathematical Association of America

Dewey Edition23

IllustratedYes

Dewey Decimal510.71/21732

SynopsisDrawing on perceptions, behaviours, and experiences of students at an urban high school--both high and low achievers--this timely book demonstrates how urban youth can be meaningfully engaged in learning mathematics. The author presents a ''potential'' model rather than a ''deficit'' model, complete with teaching strategies and best practices for teaching mathematics in innovative and relevant ways. This resource offers practical insights for pre- and in-service teachers and administrators on facilitating positive interactions, engagement, and achievement in mathematics, particularly with Black and Latino/a students. It also examines societal perceptions of urban students and how these affect teaching and learning, policies, and mathematics outcomes., Drawing on perceptions, behaviours, and experiences of students at an urban high school, this demonstrates how urban youth can be meaningfully engaged in learning mathematics. The author presents a 'potential' model rather than a 'deficit' model, complete with teaching strategies and best practices for teaching mathematics in innovative and relevant ways.

LC Classification NumberQA11.2.W345 2012