REVIEWS
MATHEMATICAL MODELS FOR TEACHING: Reasoning Without Memorization Ann Kajander and Tom Boland Canadian Scholars’ Press, 2013 260 pages, $56.95 ♥ ♥ ♥ ♥ Reviewed by Robert Henderson
Mathematical Models for Teaching is a practical guide for effective elementary math instruc- tion aimed at improving the mathematical understanding and comfort of pre-service and in-service teachers. For years there has been a research-based movement away from old- style dependence on math textbooks, in favour of developing student understanding through mathematical and conceptual exploration and discovery. Currently approved math texts and the best teacher-support guides reflect this development. Reflecting perhaps their own formation in mathematics, many teachers re- main more comfortable teaching math with a traditional textbook approach and may be somewhat uncomfortable with the conceptual demands of the math curriculum. It has been a challenge to find the necessary support for an exploration-and-discovery approach to mathematics. This book may be exactly what is needed. Mathematical Models for Teaching explains
clearly why exploration and conceptual dis- covery are beneficial for both teachers and students, with plenty of references to relevant academic research. Examples of models in- clude diagrams, sketches, visual aids, mental
THE DIGITAL PRINCIPAL Janette Hughes and Anne Burke Pembroke Publishers, 2014 160 pages, $24.95 ♥ ♥ ♥ ♥ Reviewed by Sofia Saleem
In our fast-paced technology-driven world, the fact that today’s youth are far more tech-savvy than previous generations provides the main impetus for the ideas presented in The Digital Principal. In this current and highly relevant book, Janette Hughes and Anne Burke rely on their extensive expertise in education and technology to demonstrate how school leaders – administrators and teachers as “digital leaders or experts” – can create and support modern learning communities through the effective in- tegration of technology. The Digital Principal is neatly organized into six chapters around the following four themes: • Visionary leadership related to digital-age learning culture – focuses on the integra- tion of technological tools such as social media, e-learning, educational software, digital platforms and digital devices.
• Excellence in professional practice – focuses on enhancing digital literacy through pro- fessional development opportunities.
• Systemic improvement – focuses on the creation of a positive learning environment by planning, executing and evaluating effec- tive technology infrastructures.
• Digital citizenship – focuses on issues such as netiquette, cyberbullying and online safety.
46 ETFO VOICE | FALL 2014
images, math manipulatives, abstract con- structs and computer simulation. The purpose of such models is to stimulate ways of thinking about a problem. To be clear, this is not a les- son book, but it is easy to see how the ideas are directly applicable to lessons. The prose expla- nations of models and concepts are amazingly clear. For instance, the chapter on introducing numbers discusses clearly and in sufficient de- tail the pedagogy of using math manipulatives. Overall, the book takes mathematical notions to their most basic level with a view to develop- ing mathematical thinking, in the reasonable belief that teachers with a secure understand- ing of foundations will be better for it. The concepts addressed in the book range
from primary (e.g., addition and subtrac- tion) to intermediate (e.g., integers, algebra, geometry), which makes it an appropriate resource for pre-service teachers who need such breadth. For in-service teachers, the book would be helpful for schoolwide or board-level professional development with a coach, or simply as an excellent resource for a teacher’s annual learning.
Robert Henderson is a recently retired member of the Elementary Teachers of Toronto Local.
At first glance, administrators and teachers with limited knowledge of technology may find this resource quite daunting. The authors attempt to minimize initial apprehensions by providing prospective digital technology lead- ers with detailed knowledge of the conditions that are necessary to develop a school envi- ronment rich in technology. The framework is broken down into several easy-to-follow steps, checklists and phases of development, and highlights a number of key stakeholders including school staff, community members, parents and students. Overall this resource is very timely and ap-
plicable. The authors refer to current resources related to technology throughout the book to make the process of being a digital leader highly attainable. The content enables principals at the elementary, middle and high school lev- els, and other educators who wish to become “digital leaders or experts” within their schools or school boards, with the ability to transform their schools into sustainable digital learning en- vironments for all students and staff members. It is a definite must-have resource for all school technology leaders in the twenty-first century.
Sofia Saleem is a member of the Elementary Teachers of Toronto Local.
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