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Author: Analúcia D. Schliemann
Publisher: Routledge
ISBN: 1136799613
Category : Education
Languages : en
Pages : 104
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Book Description
Bringing Out the Algebraic Character of Arithmetic contributes to a growing body of research relevant to efforts to make algebra an integral part of early mathematics instruction, an area of studies that has come to be known as Early Algebra. It provides both a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. The authors regard Early Algebra not as accelerated instruction but as an approach to existing topics in the early mathematics curriculum that highlights their algebraic character. Each chapter shows young learners engaged in mathematics tasks where there has been a shift away from computations on specific amounts toward thinking about relations and functional dependencies. The authors show how young learners attempt to work with mathematical generalizations before they have learned formal algebraic notation. The book, suitable as a text in undergraduate or graduate mathematics education courses, includes downloadable resources with additional text and video footage on how students reason about addition and subtraction as functions; on how students understand multiplication when it is presented as a function; and on how children use notations in algebraic problems involving fractions. These three videopapers (written text with embedded video footage) present relevant discussions that help identify students' mathematical reasoning. The printed text in the book includes transcriptions of the video episodes in the CD-ROM. Bringing Out the Algebraic Character of Arithmetic is aimed at researchers, practitioners, curriculum developers, policy makers and graduate students across the mathematics education community who wish to understand how young learners deal with algebra before they have learned about algebraic notation.
Author: Analúcia D. Schliemann
Publisher: Routledge
ISBN: 1136799613
Category : Education
Languages : en
Pages : 104
Get Book Here
Book Description
Bringing Out the Algebraic Character of Arithmetic contributes to a growing body of research relevant to efforts to make algebra an integral part of early mathematics instruction, an area of studies that has come to be known as Early Algebra. It provides both a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. The authors regard Early Algebra not as accelerated instruction but as an approach to existing topics in the early mathematics curriculum that highlights their algebraic character. Each chapter shows young learners engaged in mathematics tasks where there has been a shift away from computations on specific amounts toward thinking about relations and functional dependencies. The authors show how young learners attempt to work with mathematical generalizations before they have learned formal algebraic notation. The book, suitable as a text in undergraduate or graduate mathematics education courses, includes downloadable resources with additional text and video footage on how students reason about addition and subtraction as functions; on how students understand multiplication when it is presented as a function; and on how children use notations in algebraic problems involving fractions. These three videopapers (written text with embedded video footage) present relevant discussions that help identify students' mathematical reasoning. The printed text in the book includes transcriptions of the video episodes in the CD-ROM. Bringing Out the Algebraic Character of Arithmetic is aimed at researchers, practitioners, curriculum developers, policy makers and graduate students across the mathematics education community who wish to understand how young learners deal with algebra before they have learned about algebraic notation.
Author: Analúcia D. Schliemann
Publisher: Routledge
ISBN: 1136799621
Category : Education
Languages : en
Pages : 164
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Book Description
Bringing Out the Algebraic Character of Arithmetic contributes to a growing body of research relevant to efforts to make algebra an integral part of early mathematics instruction, an area of studies that has come to be known as Early Algebra. It provides both a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. The authors regard Early Algebra not as accelerated instruction but as an approach to existing topics in the early mathematics curriculum that highlights their algebraic character. Each chapter shows young learners engaged in mathematics tasks where there has been a shift away from computations on specific amounts toward thinking about relations and functional dependencies. The authors show how young learners attempt to work with mathematical generalizations before they have learned formal algebraic notation. The book, suitable as a text in undergraduate or graduate mathematics education courses, includes downloadable resources with additional text and video footage on how students reason about addition and subtraction as functions; on how students understand multiplication when it is presented as a function; and on how children use notations in algebraic problems involving fractions. These three videopapers (written text with embedded video footage) present relevant discussions that help identify students' mathematical reasoning. The printed text in the book includes transcriptions of the video episodes in the CD-ROM. Bringing Out the Algebraic Character of Arithmetic is aimed at researchers, practitioners, curriculum developers, policy makers and graduate students across the mathematics education community who wish to understand how young learners deal with algebra before they have learned about algebraic notation.
Author: Lyn D. English
Publisher: Routledge
ISBN: 1134626649
Category : Education
Languages : en
Pages : 739
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Book Description
This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.
Author: Thomas A. Romberg
Publisher: Routledge
ISBN: 1135620210
Category : Education
Languages : en
Pages : 344
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Book Description
The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics and Science--established in 1996 as a research center and funded by the U.S. Department of Education--was instrumental in developing instructional practices supportive of high student achievement in and understanding of mathematics and science concepts. NCISLA researchers worked with teachers, students, and administrators to construct learning environments that exemplify current research and theory about effective learning of mathematics and science. The careful programs of research conducted examined how instructional content and design, assessment, professional development, and organizational support can be designed, implemented, and orchestrated to support the learning of all students. This book presents a summary of the concepts, findings, and conclusions of the Center's research from 1996-2001. In the Introduction, the chapters in Understanding Mathematics and Science Matters are situated in terms of the reform movement in school mathematics and school science. Three thematically structured sections focus on, respectively, research directed toward what is involved when students learn mathematics and science with understanding; research on the role of teachers and the problems they face when attempting to teach their students mathematics and science with understanding; and a collaboration among some of the contributors to this volume to gather information about classroom assessment practices and organizational support for reform. The goal of this book is to help educational practitioners, policymakers, and the general public to see the validity of the reform recommendations, understand the recommended guidelines, and to use these to transform teaching and learning of mathematics and science in U.S. classrooms.
Author: Torsten Fritzlar
Publisher: WTM-Verlag Münster
ISBN: 3959870132
Category : Juvenile Nonfiction
Languages : en
Pages : 250
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Book Description
From 3rd to 5th of September 2015 the 17th international ProMath conference (Problem Solving in Mathematics Education) took place at the Faculty of Education of the Martin Luther University Halle-Wittenberg (Germany). For the first time, it was combined with the annual meeting of the working group “Problem Solving” of the Society of Didactics of Mathematics. This book contains 20 peer reviewed articles of researchers from five European countries. The topics of the papers evolved around different areas of learning and problem solving. There are some theoretical papers on problem oriented mathematics instruction and specific aspects of problem solving and creativity as well as reports on detailed studies of problem solving processes of pupils and preservice teachers. Authors also present experiences with “real” problem solving instruction in different countries, considerations and teaching experiments on didactic concepts to foster pupils’ problem solving abilities, and they describe mathematically rich problem fields and their potentials for mathematical investigations in class. ProMath is a group of experienced and early career researchers in the field of mathematics education who are interested in investigating and fostering mathematical problem solving and problem oriented mathematics teaching.
Author: James J. Kaput
Publisher: Routledge
ISBN: 1351577085
Category : Education
Languages : en
Pages : 496
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Book Description
This volume is the first to offer a comprehensive, research-based, multi-faceted look at issues in early algebra. In recent years, the National Council for Teachers of Mathematics has recommended that algebra become a strand flowing throughout the K-12 curriculum, and the 2003 RAND Mathematics Study Panel has recommended that algebra be “the initial topical choice for focused and coordinated research and development [in K-12 mathematics].” This book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes: The Nature of Early Algebra Students’ Capacity for Algebraic Thinking Issues of Implementation: Taking Early Algebra to the Classrooms. The contributors to this landmark volume have been at the forefront of an effort to integrate algebra into the existing early grades mathematics curriculum. They include scholars who have been developing the conceptual foundations for such changes as well as researchers and developers who have led empirical investigations in school settings. Algebra in the Early Grades aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.
Author: Alina Galvão Spinillo
Publisher: Springer Nature
ISBN: 303069657X
Category : Education
Languages : en
Pages : 324
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Book Description
This book adopts an interdisciplinary approach to investigate the development of mathematical reasoning in both children and adults and to show how understanding the learner’s cognitive processes can help teachers develop better strategies to teach mathematics. This contributed volume departs from the interdisciplinary field of psychology of mathematics education and brings together contributions by researchers from different fields and disciplines, such as cognitive psychology, neuroscience and mathematics education. The chapters are presented in the light of the three instances that permeate the entire book: the learner, the teacher, and the teaching and learning process. Some of the chapters analyse the didactic challenges that teachers face in the classroom, such as how to interpret students' reasoning, the use of digital technologies, and their knowledge about mathematics. Other chapters examine students' opinions about mathematics, and others analyse the ways in which students solve situations that involve basic and complex mathematical concepts. The approaches adopted in the description and interpretation of the data obtained in the studies documented in this book point out the limits, the development, and the possibilities of students' thinking, and present didactic and cognitive perspectives to the learning scenarios in different school settings. Mathematical Reasoning of Children and Adults: Teaching and Learning from an Interdisciplinary Perspective will be a valuable resource for both mathematics teachers and researchers studying the development of mathematical reasoning in different fields, such as mathematics education, educational psychology, cognitive psychology, and developmental psychology.
Author: Brian Greer
Publisher: Routledge
ISBN: 1135593345
Category : Education
Languages : en
Pages : 401
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Book Description
This critical new collection presents mathematics education from a culturally responsive perspective and offers a broad perspective of mathematics as a significant, liberating intellectual force in our society.
Author: Danny Bernard Martin
Publisher: Routledge
ISBN: 1135590966
Category : Education
Languages : en
Pages : 375
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Book Description
With issues of equity at the forefront of mathematics education research and policy, this collection offers authoritative scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities.
Author: Douglas H. Clements
Publisher: Routledge
ISBN: 1135843805
Category : Education
Languages : en
Pages : 342
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Book Description
In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals.
