Fifth Edition
Teaching Secondary Mathematics
David Rock, Douglas K. Brumbaugh, Thomas J. P. Brady
Teaching Secondary Mathematics
5th Edition
Fifth Edition
David Rock, Douglas K. Brumbaugh, Thomas J. P. Brady
Welcome to the companion website for Teaching Secondary Mathematics, 5th Edition, by David Rock, Douglas K. Brumbaugh, and Thomas P. Brady.
Solidly grounded in up-to-date research, theory and technology, this book is a practical, student-friendly, and popular text for secondary mathematics methods courses. It provides clear and useful approaches for mathematics teachers, and it shows how concepts typically found in a secondary mathematics curriculum can be taught in a positive and encouraging way.
On this interactive website, you will find a wealth of resources, including:
Doug was the ultimate teacher. He taught college, in-service, or K–12 almost daily. He received his BS from Adrian College and went on to the University of Georgia for his master’s and doctorate. As he would talk with others about teaching and learning in the K–12 environment, his immersion in teaching was always beneficial and apparent. He spoke from real experiences. Students change, classroom environment changes, the curriculum changes—and Doug changed over the years. He adapted, improved, and continued to grow. The thoughts and examples in this book are based on his experiences as a teacher. As Doug stated, “Classroom-tested success stories are the ideas, materials, and situations you will read about and do. This text’s problems and activities will stretch you while providing a beginning collection of classroom ideas. Learn, expand your horizons, and teach!”
I wake up every morning with the desire to go to work. The greatest feeling in the world is seeing the haze of math anxiety fade from a scared face, whether it is young or old. I teach kids the power of mathematics and grown-ups the excitement of mathematics education. Teachers must have an open mind and an eagerness to change. Students, classroom environments, curriculum, technology, and educational philosophy all change with every passing year. Teachers must also be willing to change. We must be reflective: What can I do to effectively teach the learners around me? Kids come to school at a young age eager and excited about learning. We must foster and nurture this desire to learn at all ages, especially in the early years. I received my BS degree from Vanderbilt University and later received my master’s and doctorate from the University of Central Florida; I am presently the dean of the School of Education at the University of Mississippi. I hope the real-life stories and activities, along with the infusion of technology in the book, build in you the excitement Doug, Tom, and I share for mathematics and mathematics education.
Similar to what David said earlier, waking up and loving to go to work is the best gift one could ask for. I had this feeling for about 10 years when I was a high school math teacher. I loved being where the rubber hits the road, helping young people find value and understanding of math. The most rewarding of these students were the ones that came into the classroom not realizing they had the capacity to do math and watching them grow and achieve more than they ever believed they could. Now as a chair of the department of Teacher Education here at the University of Mississippi I have the great honor of working with amazing colleagues and eager students aspiring to become teachers that make a difference. The importance of that work fuels me and gives me joy every day. I earned my bachelor’s degree in mathematics from Central Connecticut State University, my master’s and teaching credentials from Saint Joseph University (then Saint Joseph College) and my doctorate back at Central Connecticut State College. I have taught K–12 in Connecticut and Massachusetts and led teacher preparation programs at three universities. I feel very fortunate to have been asked to contribute to this book!