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Strength in Numbers: Collaborative Learning in Secondary Mathematics Paperback – March 1, 2012

by Ilana Horn (Author)
4.6 4.6 out of 5 stars 34 ratings
See all formats and editions
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Students who work together, succeed together. Isn t that every teacher s goal?

Use group work effectively to create a learning environment in the secondary mathematics classroom. Learn how students experience learning mathematics in collaborative settings. Develop tasks, concepts, strategies, and tools that create successful group work and reach students of all abilities.

Written by a seasoned teacher, researcher and teacher educator with over two decades of teaching experience, the goal of this book is to support teachers in developing tools for effective group work in their secondary mathematics classrooms. Effective group work engages children s own thinking and allows them to work together to understand a concept. It can also address problems that often arise in typical mathematics instruction by providing a framework for teachers to create engaging learning environments. The book outlines ways to choose tasks, help students adjust to new ways of approaching schoolwork, and discusses the types of status problems that can impede the most earnest attempts at collaborative learning. This practical, useful book introduces tested tools and concepts for creating equitable collaborative learning environments that supports all students and develops confidence in their mathematical ability.
Previous page
  1. Print length
    100 pages
  2. Language
    English
  3. Publisher
    National Council of Teachers of Mathematics
  4. Publication date
    March 1, 2012
  5. ISBN-10
    0873536630
  6. ISBN-13
    978-0873536639
  7. See all details
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Editorial Reviews

Review

This incisive, informative, well-researched, and practical book describes ways in which teachers can use collaborative learning to create secondary mathematics classrooms in which all students have an equal opportunity to learn. It deserves a wide audience--including teachers, teacher educators, administrators, and policy makers. --James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies and Director of the Center for Multicultural Education

[This book] addresses two crucial problems...The first is...how to engage all classroom learners in meaningful mathematics. The second is how to structure teaching so that teachers play a major role in improving the practice. Horn has done a beautiful job of grounding the relationship between these two challenges in real stories of teaching and teacher learning. --Magdalene Lampert, Professor of Education and Coordinator of the Learning in, from, and for Teaching Practice Project, University of Michigan

Horn offers practical principles, strategies, and insights that come straight from working in public, urban high schools. Mathematics teachers committed to group work, equitable participation, and building vibrant classroom communities should start here. --Carlos Cabana, High School Mathematics Teacher and Complex Instruction Educator

About the Author

Ilana Horn is a professor of Mathamatics Education at Vanderbilt University's Peabody College. Her work focuses on making rigorous mathematics accessible to a wide range of learners. Her research has two strands. The first considers what it means to teach secondary mathematics equitably and ambitiously. The second investigates how mathematics teachers learn this form of teaching, examining the role of colleagues and contexts in teachers' sense making.

Product details

  • Publisher ‏ : ‎ National Council of Teachers of Mathematics; First Edition (March 1, 2012)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 100 pages
  • ISBN-10 ‏ : ‎ 0873536630
  • ISBN-13 ‏ : ‎ 978-0873536639
  • Item Weight ‏ : ‎ 8.6 ounces
  • Customer Reviews:
    4.6 4.6 out of 5 stars 34 ratings

About the authors

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Previous page
  1. Ilana Horn

    Ilana Horn

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    My work arises out of a concern about the underperformance of American secondary students in school mathematics. My research centers on ways to make rich mathematics accessible to students, particularly those who have historically been disenfranchised in our educational system.

    After getting my degree in mathematics at Swarthmore College, I taught high school in California. I loved my students and I had a lot of questions about how to make effective forms of teaching available to more children. To study these questions, I got my doctorate at University of California, Berkeley, followed by postdoctoral work at Stanford University.

    I am currently a professor at Vanderbilt University, where I work with new mathematics teachers and do research with mathematics teachers in schools. In part of my research, I ask questions about what teachers need to do to teach their students effectively. Although Hollywood likes to glamorize renegade teachers and I admire individuals who work against the grain to benefit their students, there is ample evidence that quality education is not achieved by lone wolves. I am trying to figure out how to support teachers and school systems to foster quality teaching. For this reason, I also research pre-service and in-service teacher learning, with an eye toward making teacher education and schools more effective for teachers and their students.

    See more on the author's page
  2. Ilana Seidel Horn

    Ilana Seidel Horn

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    Discover more of the author’s books, see similar authors, read author blogs and more

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Customer reviews

4.6 out of 5 stars
4.6 out of 5
34 global ratings

Top reviews from the United States

Manjita
5.0 out of 5 stars I soaked up this book like a sponge
Reviewed in the United States on March 5, 2017
Verified Purchase
As a new teacher, I soaked up this book like a sponge. It brings up the importance of creating an equal-status environment for students (such that no student is taking over learning opportunities of others), using group-worthy tasks such that all students will have something to contribute, using seating arrangement norms to create classroom community and accountability, verbally assigning mathematical habits of mind beyond speed and correctness, and much, much more. It created great discussion for my math ed licensure cohort, and chapters are relatively short so we could break it up easily by topic.
One person found this helpful
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AMR
5.0 out of 5 stars Useful!
Reviewed in the United States on December 10, 2014
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I REALLY like this book. I've read an enormous of mathematics education literature, and I was surprised I had never heard of Dr. Horn before. I love how she describes her teaching and her research work and the connections between them. She outlines how collaborative learning is similar to but different from cooperative learning and provides useful ideas for developing a collaborative environment in the classroom.
2 people found this helpful
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Timothy T
5.0 out of 5 stars Five Stars
Reviewed in the United States on June 8, 2017
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Wonderful, insightful. Great starting place for thinking about collaboration in the classroom
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Jessica Rigby
5.0 out of 5 stars great book about constructivist teaching for math classrooms
Reviewed in the United States on October 30, 2012
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The book is well written, has concrete examples of what you can do in your classroom, with clear theory behind the model.
6 people found this helpful
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JL
5.0 out of 5 stars Great!
Reviewed in the United States on October 16, 2016
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Great!
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