LEADER 00921nam2-2200325---450- 001 990005777760203316 005 20121109092935.0 035 $a000577776 035 $aUSA01000577776 035 $a(ALEPH)000577776USA01 035 $a000577776 100 $a20121109d1938----km-y0itay50------ba 101 $afre 102 $aFR 105 $a||||||||001yy 200 1 $a<<5:>> Periode alexandrine$fpar Alfred Croiset$aPeriode romaine$fpar Maurice Croiset 210 $aParis$cBoccard$d1938 215 $a1096 p.$d22 cm 461 1$1001000577761$12001 700 1$aCROISET,$bAlfred$0162342 702 1$aCROISET,$bMaurice 801 0$aIT$bsalbc$gISBD 912 $a990005777760203316 951 $aXV.8. 151 5$b222586 L.M.$cXV.8. 959 $aBK 969 $aFSO 979 $aIANNONE$b90$c20121109$lUSA01$h0929 996 $aPeriode romaine$91081574 996 $aPeriode alexandrine$91081573 997 $aUNISA LEADER 03341nam 2200493 450 001 9910164896403321 005 20230809222753.0 010 $a1-003-84241-0 010 $a1-03-268063-6 010 $a1-62531-128-1 035 $a(CKB)3710000001064591 035 $a(OCoLC)950004343 035 $a(EXLCZ)993710000001064591 100 $a20170227h20172017 uy 0 101 0 $aeng 135 $aurcn#nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBecoming the math teacher you wish you'd had $eideas and strategies from vibrant classrooms /$fTracy Johnston Zager ; foreword by Elham Kazemi 210 1$aPortlan, Maine :$cStenhouse Publishers,$d[2017] 210 4$dİ2017 215 $a1 online resource (xvi, 376 pages) $cillustrations (chiefly colour) 300 $aDescription based on print version of record. 320 $aIncludes bibliographical references (Pages 357-366) and index. 327 $a1. Breaking the cycle -- 2. What do mathematicians do? -- 3. Mathematicians take risks -- 4. Mathematicians make mistakes -- 5. Mathematicians are precise -- 6. Mathematicians rise to a challenge -- 7. Mathematicians ask questions -- 8. Mathematicians connect ideas -- 9. Mathematicians use intuition -- 10. Mathematicians reason -- 11. Mathematicians prove -- 12. Mathematicians work together and alone -- 13. "Favorable conditions" for all math students. 330 $aWhile mathematicians describe mathematics as playful, beautiful, creative, and captivating, many students describe math class as boring, stressful, useless, and humiliating. In Becoming the Math Teacher You Wish You'd Had, Tracy Zager helps teachers close this gap by making math class more like mathematics. Tracy spent years with highly skilled math teachers in a diverse range of settings and grades. You'll find this book jam-packed with new thinking from these vibrant classrooms. You'll grapple with big ideas: How is taking risks inherent to mathematics? How do mathematicians balance intuition and proof? How can teachers value both productive mistakes and precision? You'll also find dozens of practical teaching techniques you can try in your classroom right away--strategies to stimulate students to connect ideas; rich tasks that encourage students to wonder, generalize, conjecture, and persevere; routines to teach students how to collaborate. All teachers can move toward increasingly authentic, delightful, robust mathematics teaching and learning for themselves and their students. This important book helps us develop instructional techniques that will make the math classes we teach so much better than the math classes we took. 517 3 $abecoming the math teacher you wish you'd had 606 $aMathematics$xStudy and teaching 606 $aMathematics teachers$xTraining of 606 $aEffective teaching 615 0$aMathematics$xStudy and teaching. 615 0$aMathematics teachers$xTraining of. 615 0$aEffective teaching. 676 $a510.71 700 $aZager$b Tracy$f1972-,$01248334 702 $aKazemi$b Elham$f1970-, 801 0$bAuAdUSA 801 1$bAuAdUSA 801 2$bSFU 906 $aBOOK 912 $a9910164896403321 996 $aBecoming the math teacher you wish you'd had$92893335 997 $aUNINA