How I Wish I Had Taught Maths (Record no. 52677)

000 -LEADER
fixed length control field 03566 a2200205 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 230321b |||||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
ISBN 9781911382492 (PB)
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title eng
080 ## - UNIVERSAL DECIMAL CLASSIFICATION NUMBER
Universal Decimal Classification number 51
Item number BAR
100 ## - MAIN ENTRY--AUTHOR NAME
Personal name Barton,Craig
245 ## - TITLE STATEMENT
Title How I Wish I Had Taught Maths
Sub Title Reflections on research, conversations with experts, and 12 years of mistakes
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication Woodbridg
Name of publisher John Catt Educational Ltd
Year of publication 2018
300 ## - PHYSICAL DESCRIPTION
Number of Pages 451 p
490 ## - SERIES STATEMENT
Series statement John Catt publication
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note Cover<br/>Reviews<br/>Contents<br/>Foreword<br/>Dedication<br/>Introduction<br/>1. How Students Think and Learn<br/>1.1. A simple model of thinking and learning<br/>1.2. Experts and Novices<br/>1.3. What are they thinking about?<br/>1.4. Expanding working memory capacity<br/>1.5. Methods that last<br/>1.6. Maths anxiety<br/>1.7. If I only remember 3 things..<br/>2. Motivation<br/>2.1. Models of Motivation<br/>2.2. Do students make good decisions?<br/>2.3. Real-life Maths<br/>2.4. Teacher influence<br/>2.5. Providing a Purpose<br/>2.6. Rewards and Sanctions 2.7. Why struggle and failure aren't always good<br/>Part 1<br/>2.8. Achievement and Motivation<br/>2.9. If I only remember 3 things..<br/>3. Explicit Instruction<br/>3.1. What makes great teaching?<br/>3.2. Are some students natural mathematicians?<br/>3.3. When and why less guidance does not work<br/>3.4. The problem with guided discovery<br/>3.5. Teaching lower achieving students<br/>3.6. Story structure<br/>3.7. Analogies<br/>3.8. Cognitive conflict<br/>3.9. How before Why<br/>3.10. Ending on a high<br/>3.11. If I only remember 3 things..<br/>4. Focusing Thinking 4.1. Cognitive Load Theory and the Cognitive Theory of Multimedia Learning<br/>4.2. When silly mistakes may not be that silly<br/>4.3. The Modality Effect<br/>4.4. Learning styles<br/>4.5. The Goal-free Effect<br/>4.6. The Split-Attention Effect<br/>4.7. The Redundancy Effect<br/>4.8. Silent teacher<br/>4.9. Germane Load<br/>4.10. If I only remember 3 things..<br/>5. Self-Explanations<br/>5.1. The Self-Explanation Effect<br/>5.2. Making the most of self-explanations<br/>5.3. If I only remember 3 things..<br/>6. Making the most of Worked Examples<br/>6.1. The Worked Example Effect<br/>6.2. Example-Problem Pairs 6.3. Labels<br/>6.4. Supercharged Worked Examples<br/>6.5. Mistakes in Worked Examples<br/>6.6. Fading<br/>6.7. The Expertise Reversal Effect<br/>6.8. If I only remember 3 things..<br/>7. Choice of Examples and Practice Questions<br/>7.1. Examples v Definitions<br/>7.2. Examples v Rules<br/>7.3. Boundary examples<br/>7.4. Same Surface, Different Deep Problems<br/>7.5. Ambiguous answers<br/>7.6. Ambiguous questions<br/>7.7. Extension questions<br/>7.8. Minimally different examples and Intelligent Practice<br/>7.9. If I only remember 3 things..<br/>8. Deliberate Practice<br/>8.1. Breaking it down 8.2. The five stages of Deliberate Practice<br/>8.3. Practice v final performance<br/>8.4. Three reasons to always give students the answers<br/>8.5. If I only remember 3 things..<br/>9. Problem-Solving and Independence<br/>9.1. What is a problem?<br/>9.2. Why are some students bad at problem-solving..<br/>9.3. ...and what can we do about it?<br/>9.4. Why struggle and failure aren't always good<br/>Part 2<br/>9.5. Independent learners<br/>9.6. If I only remember 3 things..<br/>10. Purposeful Practice<br/>10.1. The most difficult part of teaching<br/>10.2. What is Purposeful Practice?
520 ## - SUMMARY, ETC.
Summary, etc Craig Barton is one of the UK's most respected teachers of mathematics. In his remarkable new book, he explains how he has delved into the world of academic research and emerged with a range of simple, practical, effective strategies that anyone can employ to save time and energy and have a positive impact on the long-term learning and enjoyment of students
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical Term Mathematics Study and teaching
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Mathematics
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type BOOKS
Holdings
Withdrawn status Lost status Damaged status Not for loan Current library Shelving location Full call number Accession Number Koha item type
        IMSc Library First Floor, Rack No:26 Shelf No:3 51 BAR 76660 BOOKS
The Institute of Mathematical Sciences, Chennai, India

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