The Problem with Math Is English: A Language-Focused Approach to Helping All Students Develop a Deeper Understanding of Mathematics (Jossey-Bass Teacher) - Softcover

Über die Autorin bzw. den Autor

Concepcion Molina, Ed.D., is a program associate with SEDL, a private, nonprofit education research, development, and dissemination corporation based in Austin, Texas. Dr. Molina supports systemic reform efforts in mathematics and works to assist state and intermediate education agencies in their efforts to improve instruction and student achievement.

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Published in partnership with SEDL, The Problem with Math Is English illustrates how students often understand fundamental mathematical concepts at only a superficial level. Written to inspire "aha" moments, this important new book offers teachers the tools they need to help their students identify and comprehend the nuances and true meanings of essential math concepts―such as multiplication, division, fractions, place value, and much more―by exploring them through the lenses of language and symbolism.

The Problem with Math Is English explains how language-focused conceptual instruction leads students to a deeper understanding than traditional procedural-based teaching methods. By placing emphasis on truly understanding math concepts, Dr. Molina shows that teaching math becomes easier when teachers are able to communicate the language, symbolism, and representation of math to all of their students.

"Teachers of mathematics of all levels who read and spend time with this fun and challenging book will strengthen their content knowledge and find confidence in their own ability to think and reason. When teachers truly understand and embrace the mathematics/language connections so richly illustrated in the book, they will be able to pass on to all of their students a depth of mathematical insight and joy they may never have imagined before."

―Cindy Chapman, Mathematics Education Consultant; past member, NCTM Board of Directors

"In this easy to read book, Como Molina―with rare humor, insight and thoughtfulness―shares many of the lessons he has learned while providing professional development for mathematics teachers in U.S. public schools. Como delightfully challenged my own understandings of the important relationships between mathematical ideas and the language we commonly use to teach them."

―Dr. Stephen Marble, Associate Professor of Education, Southwestern University, Georgetown , TX

Aus dem Klappentext

Published in partnership with SEDL, The Problem with Math Is English illustrates how students often understand fundamental mathematical concepts at only a superficial level. Written to inspire aha moments, this important new book offers teachers the tools they need to help their students identify and comprehend the nuances and true meanings of essential math concepts--such as multiplication, division, fractions, place value, and much more--by exploring them through the lenses of language and symbolism.

The Problem with Math Is English explains how language-focused conceptual instruction leads students to a deeper understanding than traditional procedural-based teaching methods. By placing emphasis on truly understanding math concepts, Dr. Molina shows that teaching math becomes easier when teachers are able to communicate the language, symbolism, and representation of math to all of their students.

Teachers of mathematics of all levels who read and spend time with this fun and challenging book will strengthen their content knowledge and find confidence in their own ability to think and reason. When teachers truly understand and embrace the mathematics/language connections so richly illustrated in the book, they will be able to pass on to all of their students a depth of mathematical insight and joy they may never have imagined before.

--Cindy Chapman, Mathematics Education Consultant; past member, NCTM Board of Directors

In this easy to read book, Como Molina--with rare humor, insight and thoughtfulness--shares many of the lessons he has learned while providing professional development for mathematics teachers in U.S. public schools. Como delightfully challenged my own understandings of the important relationships between mathematical ideas and the language we commonly use to teach them.

--Dr. Stephen Marble, Associate Professor of Education, Southwestern University, Georgetown, TX