Rowman & Littlefield Publishers
Trim: 6¼ x 9
978-1-4758-4332-3 • Hardback • October 2018 • $63.00 • (£48.00)
978-1-4758-4333-0 • Paperback • October 2018 • $32.00 • (£25.00)
978-1-4758-4334-7 • eBook • October 2018 • $28.50 • (£21.99)
Matthew Oldridge is a father, husband, mathematics educator, TEDx speaker, and generally a “thinker about things”.
Chapter 1: Towards A Definition of Teaching through Problem-Solving
Chapter 2: What Do We Think About, When We Think About Mathematics?
Chapter 3: Ways of Thinking About And Representing Problems
Chapter 4: The Mutually Complementary Nature of Procedural and Conceptual
Chapter 5: Full Instructional Guidance and Deliberate Practice
Chapter 6: Mathematics Classrooms Are Spaces for Talking, Reasoning, Thinking, and Wondering
Chapter 7: Mathematics Can Be Playful
About the Author
Oldridge, himself an educator, won this reviewer over with the very first words in his refreshingly optimistic and enthusiastic book: "There exists an elegant, interesting, and beautiful world of school mathematics, where students engage with interesting problems in their classrooms every single day." Striking a practitioner-friendly balance between theory and practice, this excellent book makes timely references to professional mathematics education literature. The nod to axiomatic systems Oldridge employs makes for a thoughtful framework that renders his approach to transforming instruction clear and easily accessible, and the copious number of anecdotes leaves the reader feeling empowered to remake his or her classroom in a more joyful and creative image. Each chapter ends in a slightly different way: some give a list of best practices that readers can use to asses their understanding of the main ideas of the chapter, while others offer a transition to ideas to be explored in the next chapter. This book would be an excellent resource for prospective elementary and secondary teachers of mathematics, as well as for informing lesson studies or professional development and continuing education for in-service teachers.
Summing Up: Highly recommended. Undergraduates through faculty and education professionals.
— Choice Reviews
We all want our students to be better problem solvers but also authentically engaged in the learning of mathematics. This book marries both practical ideas and a philosophy for joyful mathematics into a wonderful journey that all teachers will enjoy.
— Matthew L. Beyranevand, EdD, author, "Teach Math Like This, Not Like That" and "Adding Parents to the Equation"; creator, “Math with Matthew”
Matthew does a fantastic job of challenging our thinking with regards to math education! As someone with a great deal of mathematical knowledge, he does a superb job of asking great questions allowing the reader to pause, reflect and think about his or her own classroom. When I think about math education, Matthew continues to prove to be the 'go-to' guy for positive discourse with regards to best practice and pedagogy!
— Brian Aspinall, edtech innovator, and author of Codebreaker
Matthew Oldridge has deftly marinated his mathematics and English background to create one savory and timely book to finally address where problem-solving lies in math education—woven inextricably in the lifeblood of a math classroom. The preposition “through” is the most critical word in the title of this book, as rightfully suggests that problem-solving is the door, window, and infrastructure to building buoyant and beautiful math classrooms. Oldridge invites you to see problem-solving as being baked into classrooms, replete with figurative aromas of chocolate chip cookies and cinnamon buns. That is how appetizing mathematics can be if the problems that we select become embedded portals to the intrinsic awe, joy, and wonder that patiently awaits our students—and us! Storytelling is the most powerful way to teach, and Oldridge has spun a charming yarn to reconsider how and where we see the essence of mathematics—problem solving.
— Sunil Singh, Math Specialist, www.Scolab.com; author,"Pi of Life: The Hidden Happiness of Mathematics" (2017)