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Author: Swapna Mukhopadhyay
Publisher: Springer Science & Business Media
ISBN: 9460919219
Category : Education
Languages : en
Pages : 321
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Book Description
This book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social, and political contexts, the purpose of these lectures was to provide a public intellectual space to interrogate conceptions of mathematics and mathematics education, particularly by looking at mathematical practices that are not considered relevant to mainstream mathematics education. One of the main thrusts was to contemplate the fundamental question of whose mathematics is to be valorized in a multicultural world, a world in which, as Paolo Freire said, “The intellectual activity of those without power is always characterized asnon-intellectual”. To date, nineteen scholars (including the second editor) have participated in the series. All of the lectures have been streamed for global dissemination at:http://www.media.pdx.edu/dlcmedia/events/AFK/. Most of the speakers contributed a chapter to this book, based either on their original talk or on a related topic. The book is divided into four sections dealing with: • Mathematics and the politics of knowledge • Ethnomathematics • Learning to see mathematically • Mathematics education for social justice.
Author: Swapna Mukhopadhyay
Publisher: Springer Science & Business Media
ISBN: 9460919219
Category : Education
Languages : en
Pages : 321
Get Book Here
Book Description
This book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social, and political contexts, the purpose of these lectures was to provide a public intellectual space to interrogate conceptions of mathematics and mathematics education, particularly by looking at mathematical practices that are not considered relevant to mainstream mathematics education. One of the main thrusts was to contemplate the fundamental question of whose mathematics is to be valorized in a multicultural world, a world in which, as Paolo Freire said, “The intellectual activity of those without power is always characterized asnon-intellectual”. To date, nineteen scholars (including the second editor) have participated in the series. All of the lectures have been streamed for global dissemination at:http://www.media.pdx.edu/dlcmedia/events/AFK/. Most of the speakers contributed a chapter to this book, based either on their original talk or on a related topic. The book is divided into four sections dealing with: • Mathematics and the politics of knowledge • Ethnomathematics • Learning to see mathematically • Mathematics education for social justice.
Author: Liping Ma
Publisher: Routledge
ISBN: 1135149496
Category : Education
Languages : en
Pages : 290
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Book Description
Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309072522
Category : Education
Languages : en
Pages : 233
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Book Description
There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions: What is the mathematical knowledge teachers need to know in order to teach well? How can teachers develop the mathematical knowledge they need to teach well? The Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers presented, the activities, and plenary sessions that took place.
Author: Euler
Publisher: Springer Science & Business Media
ISBN: 0387226451
Category : Mathematics
Languages : en
Pages : 208
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Book Description
The positive response to the publication of Blanton's English translations of Euler's "Introduction to Analysis of the Infinite" confirmed the relevance of this 240 year old work and encouraged Blanton to translate Euler's "Foundations of Differential Calculus" as well. The current book constitutes just the first 9 out of 27 chapters. The remaining chapters will be published at a later time. With this new translation, Euler's thoughts will not only be more accessible but more widely enjoyed by the mathematical community.
Author: Francis Su
Publisher: Yale University Press
ISBN: 0300248814
Category : Mathematics
Languages : en
Pages : 287
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Book Description
Winner of the Mathematics Association of America's 2021 Euler Book Prize, this is an inclusive vision of mathematics—its beauty, its humanity, and its power to build virtues that help us all flourish“This is perhaps the most important mathematics book of our time. Francis Su shows mathematics is an experience of the mind and, most important, of the heart.”—James Tanton, Global Math Project"A good book is an entertaining read. A great book holds up a mirror that allows us to more clearly see ourselves and the world we live in. Francis Su’s Mathematics for Human Flourishing is both a good book and a great book."—MAA Reviews For mathematician Francis Su, a society without mathematical affection is like a city without concerts, parks, or museums. To miss out on mathematics is to live without experiencing some of humanity’s most beautiful ideas.In this profound book, written for a wide audience but especially for those disenchanted by their past experiences, an award‑winning mathematician and educator weaves parables, puzzles, and personal reflections to show how mathematics meets basic human desires—such as for play, beauty, freedom, justice, and love—and cultivates virtues essential for human flourishing. These desires and virtues, and the stories told here, reveal how mathematics is intimately tied to being human. Some lessons emerge from those who have struggled, including philosopher Simone Weil, whose own mathematical contributions were overshadowed by her brother’s, and Christopher Jackson, who discovered mathematics as an inmate in a federal prison. Christopher’s letters to the author appear throughout the book and show how this intellectual pursuit can—and must—be open to all.
Author: Dina Tirosh
Publisher: Springer Science & Business Media
ISBN: 9780792359951
Category : Education
Languages : en
Pages : 264
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Book Description
What mathematics is entailed in knowing to act in a moment? Is tacit, rhetorical knowledge significant in mathematics education? What is the role of intuitive models in understanding, learning and teaching mathematics? Are there differences between elementary and advanced mathematical thinking? Why can't students prove? What are the characteristics of teachers' ways of knowing? This book focuses on various types of knowledge that are significant for learning and teaching mathematics. The first part defines, discusses and contrasts psychological, philosophical and didactical issues related to various types of knowledge involved in the learning of mathematics. The second part describes ideas about forms of mathematical knowledge that are important for teachers to know and ways of implementing such ideas in preservice and in-service education. The chapters provide a wide overview of current thinking about mathematics learning and teaching which is of interest for researchers in mathematics education and mathematics educators. Topics covered include the role of intuition in mathematics learning and teaching, the growth from elementary to advanced mathematical thinking, the significance of genres and rhetoric for the learning of mathematics and the characterization of teachers' ways of knowing.
Author: Dina Tirosh
Publisher: Springer Science & Business Media
ISBN: 940171584X
Category : Education
Languages : en
Pages : 264
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Book Description
What mathematics is entailed in knowing to act in a moment? Is tacit, rhetorical knowledge significant in mathematics education? What is the role of intuitive models in understanding, learning and teaching mathematics? Are there differences between elementary and advanced mathematical thinking? Why can't students prove? What are the characteristics of teachers' ways of knowing? This book focuses on various types of knowledge that are significant for learning and teaching mathematics. The first part defines, discusses and contrasts psychological, philosophical and didactical issues related to various types of knowledge involved in the learning of mathematics. The second part describes ideas about forms of mathematical knowledge that are important for teachers to know and ways of implementing such ideas in preservice and in-service education. The chapters provide a wide overview of current thinking about mathematics learning and teaching which is of interest for researchers in mathematics education and mathematics educators. Topics covered include the role of intuition in mathematics learning and teaching, the growth from elementary to advanced mathematical thinking, the significance of genres and rhetoric for the learning of mathematics and the characterization of teachers' ways of knowing.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131987
Category : Education
Languages : en
Pages : 53
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Book Description
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Author: ALAN H. SCHOENFELD
Publisher: Elsevier
ISBN: 1483295486
Category : Mathematics
Languages : en
Pages : 426
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Book Description
This book is addressed to people with research interests in the nature of mathematical thinking at any level, topeople with an interest in "higher-order thinking skills" in any domain, and to all mathematics teachers. The focal point of the book is a framework for the analysis of complex problem-solving behavior. That framework is presented in Part One, which consists of Chapters 1 through 5. It describes four qualitatively different aspects of complex intellectual activity: cognitive resources, the body of facts and procedures at one's disposal; heuristics, "rules of thumb" for making progress in difficult situations; control, having to do with the efficiency with which individuals utilize the knowledge at their disposal; and belief systems, one's perspectives regarding the nature of a discipline and how one goes about working in it. Part Two of the book, consisting of Chapters 6 through 10, presents a series of empirical studies that flesh out the analytical framework. These studies document the ways that competent problem solvers make the most of the knowledge at their disposal. They include observations of students, indicating some typical roadblocks to success. Data taken from students before and after a series of intensive problem-solving courses document the kinds of learning that can result from carefully designed instruction. Finally, observations made in typical high school classrooms serve to indicate some of the sources of students' (often counterproductive) mathematical behavior.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309090814
Category : Education
Languages : en
Pages : 207
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Book Description
The Strategic Education Research Partnership (SERP) is a bold, ambitious plan that proposes a revolutionary program of education research and development. Its purpose is to construct a powerful knowledge base, derived from both research and practice, that will support the efforts of teachers, school administrators, colleges of education, and policy officialsâ€"with the ultimate goal of significantly improving student learning. The proposals in this book have the potential to substantially improve the knowledge base that supports teaching and learning by pursuing answers to questions at the core of teaching practices. It calls for the linking of research and development, including instructional programs, assessment tools, teacher education programs, and materials. Best of all, the book provides a solid framework for a program of research and development that will be genuinely useful to classroom teachers.
