I believe I am on a similar journey as a second-career teacher, with significantly less time in the classroom as my primary challenge. My version of a central thesis replaces ‘history’ with ‘mathematics’ albeit the history of teaching mathematics plays a central role in the thesis. I hope to pursue my PhD soon in pursuit of the answer to this question.
“…what does the teaching of mathematics then and now have to do with how tax-supported public schools function in a democracy.”
I have been writing about school reform, technology, and the history of teaching for nearly four decades. I have found the act of writing satisfying but never easy. A few nights ago something happened that puzzled and exhilarated me. It was not the first time that what I experienced at 3:30AM occurred. And it probably won’t be the last.
I am in the midst of finishing a first draft of a book called “Teaching History Then and Now.” It is about my teaching history at two urban high schools in the 1950s through 1960s. I reconstruct what history I taught and how I taught it. Then I push the fast-forward button and return to those very same high schools and describe the seven teachers I observed teaching history in 2013-2014. In my blog, I have tried out early drafts describing some of the classes I saw (here and here
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