Synopsis
In most schools, long gone are the days of droning lectures and rigidly controlled inquiry. In this collection of essays, practitioners and academics describe how students and teachers react in the new interactive environment of science and math education. These studies come from a collaboration between the U. of Wisconsin and teachers in frontline classrooms. Contributors describe the new environment from the points of view of students (whose everyday experience is a prime factor in success in teaching), curriculum developers concerned that the discipline not suffer in pursuit of the everyday application, and teachers. The essays are primarily case studies of classroom experiences ranging from developing concepts of justification and proof in a sixth-grade classroom to building exploration zones and lesson plans. Annotation ©2004 Book News, Inc., Portland, OR