Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Classrooms (Corwin Mathematics Series)

Teaching for deep understanding should be an aim for us all. In her book Jennifer provides advice for teachers to enable them to assist students to learn through interaction, investigation, confidence and enjoyment, while describing the important role of inquiry, discovery and verification. She describes methods of assessment through open inquiry tasks and open-ended questions. Jennifer affirms, with reference to current research, that such tasks help to make students independent and lifelong learners. There is a valuable summary at the end of every chapter and a list of summary questions which are an extremely valuable aspect of her book. It would be feasible for mathematics faculties in schools to focus regularly on these for valuable discussion and reflection for all mathematics staff. Jennifer also provides valuable templates for teacher use and includes examples of the effective integration of technology in the mathematics classroom, making the vital point that, ‘it’s not what you use it’s how you use it.’ One of her most valuable chapters addresses commonly heard concerns and misconceptions about a concept-based curriculum. In short, a gem for the library of any mathematics faculty genuinely focused on teaching mathematics in today’s modern world.

A good read. Does take some time to get used to the writing of the author. Not an easy concept to understand but is worth taking the time to understand what is meant but teaching conceptually.

This book is a great reference for all Mathematics Teachers. The author Jennifer Wathall is an expert in this field. The layout is easy to follow and the examples detailed enough to guide you through the process. This book is a concise and easy guide to understanding concept based teaching in Mathematics. All schools should be striving for a concept based curriculum, but if you are an MYP school or you follow the CCSS then buy a copy of this book now for your teachers.Peter McCombeHead of Mathematics, DP Consultant

This is an interesting and balance between theory and practice. Many educational books are very general and discuss goals, aims and philosophies in fairly abstract terms. Often Maths books, on the other hand, have lots of examples but very little of the theory behind them. Jennie’s book has roughly equal parts of both.The theoretical background of all of this comes from Lynn Ericksen’s work on concept based learning. Lynn writes the forward and the whole project has been supported by Lynn and Lois Lanning. This is where the book starts with definitions of the terms addressing the question of what we mean by concept based learning in Mathematics. There are the usual diagrams of Erickson and Lanning but annotated by Maths examples. Then we get the first key idea which is that inquiry led learning supports a deeper understanding of the concepts. Readers of Mathsthoughts.com will love this. Once we have that then it all flows from there. Jennie maintains there are different levels of inquiry and gives mathematical examples of activities at different levels,Chapters often have intriguing questions as their titles. What are generalisations in Mathematics? What does a concept based classroom look like? How do I captivate students? The eight strategies for engaging the hearts and minds of students are offered as an answer to the last question. Every time a suggestion is put forward, it is accompanied by real examples of activities to set students, and ways to deliver them.It is a book that is mathematical in its structure and style as well as its content. Jennie writes in a logical way, the prose is straightforward and well put together. Altogether it is an excellent synopsis of some really good practice in teaching Maths, underpinned by solid theory and demonstrated by useful examples. A great book for any Maths teacher.Chris Binge [...]

There are some really good, solid examples in here. Great tips for how to make a mathematics classroom exciting and relevant to students. As all our students have easy access to the internet, they can easily find short lectures and demonstrations on any Mathematics topic. So any Mathematics teacher who stands at the front of the class and lectures risks their students finding better alternatives on the internet. Why should students come to class just to listen? They need to be involved in class, and Jennie shows us how. The book is at its best when talking Mathematics. The educational theory - you can take it or leave it, and I think most will want to skip the more general stuff. But the Mathematics, and the ideas for exciting maths lessons are just right. I recommend this book to all Mathematics teachers, especially to those (sadly there are still many) who persist in a lecturing style of teaching.Paul JacksonHead of MathematicsGerman Swiss International SchoolHong Kong