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Author: Angelika Bikner-Ahsbahs
Publisher: Springer
ISBN: 3319053892
Category : Education
Languages : en
Pages : 326
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Book Description
How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS). A synthetic presentation of each theory and their connections shows how the activity of networking generates questions at the theoretical, methodological and practical levels and how the work on these questions leads to both theoretical and practical progress. The core of the book consists of four new networking case studies which illustrate what exactly can be gained by this approach and what kind of difficulties might arise.
Author: Victor Value
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 192
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Book Description
Author: Kyle Gann
Publisher: University of Illinois Press
ISBN: 0252051424
Category : Music
Languages : en
Pages : 316
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Book Description
"Tuning is the secret lens through which the history of music falls into focus," says Kyle Gann. Yet in Western circles, no other musical issue is so ignored, so taken for granted, so shoved into the corners of musical discourse. A classroom essential and an invaluable reference, The Arithmetic of Listening offers beginners the grounding in music theory necessary to find their own way into microtonality and the places it may take them. Moving from ancient Greece to the present, Kyle Gann delves into the infinite tunings available to any musician who feels straitjacketed by obedience to standardized Western European tuning. He introduces the concept of the harmonic series and demonstrates its relationship to equal-tempered and well-tempered tuning. He also explores recent experimental tuning models that exploit smaller intervals between pitches to create new sounds and harmonies. Systematic and accessible, The Arithmetic of Listening provides a much-needed primer for the wide range of tuning systems that have informed Western music. Audio examples demonstrating the musical ideas in The Arithmetic of Listening can be found at: https://www.kylegann.com/Arithmetic.html
Author: Rongjin Huang
Publisher: Springer
ISBN: 3030040313
Category : Education
Languages : en
Pages : 856
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Book Description
This book brings together and builds on the current research efforts on adaptation, conceptualization, and theorization of Lesson Study (LS). It synthesizes and illustrates major perspectives for theorizing LS and enriches the conceptualization of LS by interpreting the activity as it is used in Japan and China from historical and cultural perspectives. Presenting the practices and theories of LS with practicing teachers and prospective teachers in more than 10 countries, it enables the reader to take a comparative perspective. Finally, the book presents and discusses studies on key aspects of LS such as lesson planning, post-lesson discussion, guiding theories, connection between research and practice, and upscaling. Lesson Study, which has originated in Asia as a powerful effective professional development model, has spread globally. Although the positive effects of lesson study on teacher learning, student learning, and curriculum reforms have been widely documented, conceptualization of and research on LS have just begun to emerge. This book, including 38 chapters contributed by 90 scholars from 21 countries, presents a truly international collaboration on research on and adaptation of LS, and significantly advances the development of knowledge about this process. Chapter 15: "How Variance and Invariance Can Inform Teachers’ Enactment of Mathematics Lessons" of this book is available open access under a CC BY 4.0 license at link.springer.com Theory and Practice of Lesson Study in Mathematics: An International Perspective shows that the power of Lesson Study to transform the role of teachers in classroom research cannot be explained by a simple replication model. Here we see Lesson Study being successful internationally when its key principles and practices are taken seriously and are adapted to meet local issues and challenges. (Max Stephens, Senior research fellow at The University of Melbourne) It works. Instruction improves, learning improves. Wide scale? Enduring? Deep impact? Lesson study has it. When something works as well as lesson study does, while alternative systems for improving instruction fail, or only succeed on small scale or evaporate as quickly as they show promise, it is time to understand how and why lesson study works. This volume brings the research on lesson study together from around the world. Here is what we already know and here is the way forward for research and practice informed by research. It is time to wake up and pay attention to what has worked so well, on wide scale for so long. (Phil Dara, A leading author of the Common Core State Standards of Mathematics in the U.S.)
Author: Constance Kamii
Publisher: Teachers College Press
ISBN: 0807776246
Category : Education
Languages : en
Pages : 394
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Book Description
In this fully revised second edition of the classic Young Children Reinvent Arithmetic, Constance Kamii describes and develops an innovative program of teaching arithmetic in the early elementary grades. Kamii bases her educational strategies on renowned constructivist Jean Piaget's scientific ideas of how children develop logico-mathematical thinking. Written in collaboration with a classroom teacher, and premised upon the conviction that children are capable of much more than teachers and parents generally realize, the book provides a rich theoretical foundation and a compelling explanation of educational goals and objectives. Kamii calls attention to the ways in which traditional textbook-based teaching can be harmful to children’s development of numerical reasoning, and uses extensive research and classroom-tested studies to illuminate the efficacy of the approach. This book is full of practical suggestions and developmentally appropriate activities that can be used to stimulate numerical thinking among students of varying abilities and learning styles, both within and outside of the classroom. “In this new edition of her important book, Connie Kamii demonstrates scholarship not just in what she has written, but in her willingness to incorporate new ideas and findings. Many people update their books; few assiduously revise them, confronting what they believe to be past errors or gaps in their thinking. Such intellectual honesty, along with consistent connections between theory and practice, make this book a solid contribution to mathematics education of young children.” —Douglas Clements, State University of New York at Buffalo “The development of young children’s logico-mathematical knowledge is at the heart of this text. Similar to the first edition, this revision provides a rich theoretical foundation as well as child-centered activities and principles of teaching that support problem solving, communicating, reasoning, making connections, and representing mathematical ideas. In this great resource for preservice and in-service elementary teachers, Professor Kamii continues to help us understand the implications of Piagetian theory.” —Frances R. Curcio, New York University
Author: Angelika Bikner-Ahsbahs
Publisher: Springer
ISBN: 3319053892
Category : Education
Languages : en
Pages : 326
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Book Description
How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS). A synthetic presentation of each theory and their connections shows how the activity of networking generates questions at the theoretical, methodological and practical levels and how the work on these questions leads to both theoretical and practical progress. The core of the book consists of four new networking case studies which illustrate what exactly can be gained by this approach and what kind of difficulties might arise.
Author: Thomas Dilworth
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 222
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Book Description
Author: Richard Friedberg
Publisher: Courier Corporation
ISBN: 0486152693
Category : Mathematics
Languages : en
Pages : 241
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Book Description
This witty introduction to number theory deals with the properties of numbers and numbers as abstract concepts. Topics include primes, divisibility, quadratic forms, and related theorems.
Author: Otto Toeplitz
Publisher:
ISBN: 9780226806655
Category : Calculus
Languages : en
Pages : 0
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Book Description
This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL). This volume provides readers (scholars, teachers, teacher-educators, researchers in the relevant fields) with: Knowledge of the changing paradigm and attitudes towards English language teaching from teaching a single variety of English to teaching intercultural communication and English language variation. Current thoughts on the theory of teaching English as an international language by internationally-celebrated established scholars and emergent scholars. Scholarly descriptions and discussions of how English language educators and teacher-educators translate the paradigm of English as an International Language into their existing teaching. Delineation of how this newly emerged paradigm is received or responded to by English language educators and students when it is implemented. Readers have a unique opportunity to observe and read the tensions and dilemmas that educators and students are likely to experience in teaching and learning EIL -- back cover.
Author: Paul Pollack
Publisher: American Mathematical Soc.
ISBN: 1470436531
Category : Mathematics
Languages : en
Pages : 329
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Book Description
Gauss famously referred to mathematics as the “queen of the sciences” and to number theory as the “queen of mathematics”. This book is an introduction to algebraic number theory, meaning the study of arithmetic in finite extensions of the rational number field Q . Originating in the work of Gauss, the foundations of modern algebraic number theory are due to Dirichlet, Dedekind, Kronecker, Kummer, and others. This book lays out basic results, including the three “fundamental theorems”: unique factorization of ideals, finiteness of the class number, and Dirichlet's unit theorem. While these theorems are by now quite classical, both the text and the exercises allude frequently to more recent developments. In addition to traversing the main highways, the book reveals some remarkable vistas by exploring scenic side roads. Several topics appear that are not present in the usual introductory texts. One example is the inclusion of an extensive discussion of the theory of elasticity, which provides a precise way of measuring the failure of unique factorization. The book is based on the author's notes from a course delivered at the University of Georgia; pains have been taken to preserve the conversational style of the original lectures.
Author: Laura Robb
Publisher: Teaching Resources
ISBN: 9780439176699
Category : Books and reading
Languages : en
Pages : 388
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Book Description
This is an excellent reference book for curriculum planning and enhancement.
