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How to Teach Mathematics, by Steven G. Krantz
PDF Download How to Teach Mathematics, by Steven G. Krantz
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This expanded edition of the original bestseller, How to Teach Mathematics, offers hands-on guidance for teaching mathematics in the modern classroom setting. Twelve appendices have been added that are written by experts who have a wide range of opinions and viewpoints on the major teaching issues.
Eschewing generalities, the award-winning author and teacher, Steven Krantz, addresses issues such as preparation, presentation, discipline, and grading. He also emphasizes specifics--from how to deal with students who beg for extra points on an exam to mastering blackboard technique to how to use applications effectively. No other contemporary book addresses the principles of good teaching in such a comprehensive and cogent manner.
The broad appeal of this text makes it accessible to areas other than mathematics. The principles presented can apply to a variety of disciplines--from music to English to business. Lively and humorous, yet serious and sensible, this volume offers readers incisive information and practical applications.
- Sales Rank: #822932 in Books
- Brand: Brand: American Mathematical Society
- Published on: 1999-01-01
- Original language: English
- Number of items: 1
- Dimensions: 10.25" h x 7.25" w x .75" l, 1.25 pounds
- Binding: Paperback
- 307 pages
- Used Book in Good Condition
Review
"Since the first edition of How to Teach Mathematics the increasing maturity of both traditionalist and reform movements has given Krantz more insights into the teaching of mathematics. The book is intended primarily for the graduate student or novice instructor; however, the book is also valuable for others. Post-secondary instructors ... Mathematics department heads ... Teaching Development Centers ... university administrators. In the appendices twelve other mathematics teachers comment in some way on Krantz's text and give some insight into other approaches to teaching. This book is a must read for instructors preparing their courses for next semester." ---- MAA Online
"An original contribution to the educational literature on teaching mathematics at the post-secondary level. The book itself is an explicit proof of the author's claim `teaching can be rewarding, useful, and fun'." ---- Zentralblatt MATH
"Unlike secondary school teachers, college and university teachers usually have no preliminary theoretical background in the teaching of mathematics. [This book] is written in a lively and humorous style, even though the points discussed are entirely serious and sensible. The author succeeds in elucidating the fine points of excellent teaching and offers a lot of important practical advice. The book is strongly recommended to everybody who teaches mathematics." ---- European Mathematical Society Newsletter
Most helpful customer reviews
22 of 22 people found the following review helpful.
How to teach math to community college students
By Tim Porter
This book has been a tremendous help to me to identify some of the problem areas on my teaching. Mistakes I have made in the past with ideas about why I made them and how to avoid them. I am new to teaching math but not to teaching in general and the thoughts laid out in this book can be applied to most any field of teaching.
I would HIGHLY recommend this book to anyone teaching in a community college. You have the widest and most difficult range of students in the education business, but they are all there to learn. Do whatever you can to make your efforts effective!
I would love to see much of this material presented in a workshop for adjunct faculty.
19 of 20 people found the following review helpful.
A fantastic book for the beginning mathematics teacher
By A Customer
The author's focus is on college teaching, but is also readily applicalbe to high school or other secondary teaching. Chapters include fundamentals such as how to lecture and other pedagogical ideas, to extremely practical items such as writing and grading tests and tutoring. Many ideas are presented for immediate adapting/absorbing into your own teaching framework. Being a high school calculus teacher, I was entertained by the glimpse this book provides of a college or university teaching situation. This book is readily available from the American Mathematical Society at ams.org.
1 of 1 people found the following review helpful.
A good basic handbook, with essays that give some big ideas
By Jordan Bell
This book is well worth reading from start to finish for a starting college instructor who hasn't taught in North America before. An instructor who has been educated in North America has experience with standard ways instructors present material and is familiar with the expectations that students have for university courses, and will not benefit as much from reading this book. Much of the material in the book is obvious to someone who is reflective about their teaching and aware while teaching (you should have some feeling for a room, at a minimum to sense from pained faces if the students are not absorbing anything). The essays appended to Krantz's book are mixed but several are well worth reading even by instructors who have taught for years.
I assert that the biggest psychic obstacle to learning is thinking that your level of talent in a subject is fixed like fingerprints. Students should be explicitly told not to feel pride for mastering something with little practice, and should also be explicitly told not to feel shame for doing terribly at something when they first try it. I think it is one reason why students don't work as much as they could on mathematics.
The book seems to me to pose the following dilemma: either an instructor speaks and writes notes on a board that cover the material in the course, or students work in groups and the instructor probes them and gives them targeted help. I have two alternatives. One is tell students what to read in a textbook, so that the instructor might never mention some topics for which the students will nevertheless be responsible. The instructor could then focus just on the harder and more unifying ideas in the subject and repeat them several times. For example, I am certain it would benefit many students in a course on multivariable calculus to present the same proof of the implicit function theorem more than once, to help the students really chew on it. This is certainly how I read, and I don't see why it can't be how I am spoken to.
A second alternative is repetition. My only serious experience of this was in my grade 10 Latin class, in which Magister Parker would have us conjugate verbs and decline nouns aloud. Drill is almost universally unpopular today. For series convergence tests in a first year calculus course, I think that the class saying them aloud would make students feel more personally involved and would help them remember the material better than doing "everyone find a partner" activities. From "Stand and Deliver": "A negative times a negative equals a positive!" I feel like our instinct now is that this is silly and perhaps even demeaning, but I think there is no satisfying reason for this uneasiness and it should be overcome, like a fear of public speaking, applying for a job, or using a locker room shower.
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