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Author: Erich Christian Wittmann
Publisher: Springer Nature
ISBN: 3030615707
Category : Education
Languages : en
Pages : 332
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Book Description
This open access book features a selection of articles written by Erich Ch. Wittmann between 1984 to 2019, which shows how the “design science conception” has been continuously developed over a number of decades. The articles not only describe this conception in general terms, but also demonstrate various substantial learning environments that serve as typical examples. In terms of teacher education, the book provides clear information on how to combine (well-understood) mathematics and methods courses to benefit of teachers. The role of mathematics in mathematics education is often explicitly and implicitly reduced to the delivery of subject matter that then has to be selected and made palpable for students using methods imported from psychology, sociology, educational research and related disciplines. While these fields have made significant contributions to mathematics education in recent decades, it cannot be ignored that mathematics itself, if well understood, provides essential knowledge for teaching mathematics beyond the pure delivery of subject matter. For this purpose, mathematics has to be conceived of as an organism that is deeply rooted in elementary operations of the human mind, which can be seamlessly developed to higher and higher levels so that the full richness of problems of various degrees of difficulty, and different means of representation, problem-solving strategies, and forms of proof can be used in ways that are appropriate for the respective level. This view of mathematics is essential for designing learning environments and curricula, for conducting empirical studies on truly mathematical processes and also for implementing the findings of mathematics education in teacher education, where it is crucial to take systemic constraints into account.
Author: Erich Christian Wittmann
Publisher: Springer Nature
ISBN: 3030615707
Category : Education
Languages : en
Pages : 332
Get Book Here
Book Description
This open access book features a selection of articles written by Erich Ch. Wittmann between 1984 to 2019, which shows how the “design science conception” has been continuously developed over a number of decades. The articles not only describe this conception in general terms, but also demonstrate various substantial learning environments that serve as typical examples. In terms of teacher education, the book provides clear information on how to combine (well-understood) mathematics and methods courses to benefit of teachers. The role of mathematics in mathematics education is often explicitly and implicitly reduced to the delivery of subject matter that then has to be selected and made palpable for students using methods imported from psychology, sociology, educational research and related disciplines. While these fields have made significant contributions to mathematics education in recent decades, it cannot be ignored that mathematics itself, if well understood, provides essential knowledge for teaching mathematics beyond the pure delivery of subject matter. For this purpose, mathematics has to be conceived of as an organism that is deeply rooted in elementary operations of the human mind, which can be seamlessly developed to higher and higher levels so that the full richness of problems of various degrees of difficulty, and different means of representation, problem-solving strategies, and forms of proof can be used in ways that are appropriate for the respective level. This view of mathematics is essential for designing learning environments and curricula, for conducting empirical studies on truly mathematical processes and also for implementing the findings of mathematics education in teacher education, where it is crucial to take systemic constraints into account.
Author: Eric Gutstein
Publisher: Rethinking Schools
ISBN: 0942961544
Category : Mathematics
Languages : en
Pages : 192
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Book Description
In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind.
Author: Robert Q. Berry III
Publisher: Corwin Press
ISBN: 1071806467
Category : Education
Languages : en
Pages : 328
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Book Description
Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world. Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content cross-referenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students’ unique passions and challenges Timelier than ever, teaching mathematics through the lens of social justice will connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future.
Author: Peggy House
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 264
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Book Description
One of the four cornerstones of the National Council of Teachers of Mathematics (NCTM) "Curriculum and Evaluation Standards for School Mathematics" asserts that connecting mathematics to other subjects in the curriculum and to the everyday world is an important goal of school mathematics. This yearbook is designed to help classroom teachers, teacher educators, supervisors, and curriculum developers broaden their views of mathematics and suggests practical strategies for engaging students in exploring the connectedness of mathematics. Following are the section and chapter titles. Part 1: General Issues: (1) "The Case for Connections" (A. F. Coxford); (2) "Connections as Problem-Solving Tools" (T. R. Hodgson); (3) "Connecting School Science and Mathematics" (D. F. Berlin & A. L. White); and (4) "Using Ethnomathematics To Find Multicultural Mathematical Connections" (L. Shirley). Part 2: Connections within Mathematics: (5) "Connecting Number and Geometry" (L. Leake); (6) "Using Functions To Make Mathematical Connections" (R. P. Day); (7) "Making Connections with Transformations in Grades K-8" (R. N. Rubenstein & D. R. Thompson); (8) "Transformations: Making Connections in High School Mathematics" (M. L. Crowley); (9) "Using Transformations To Foster Connections" (D. B. Hirschhorn & S. S. Viktora); and (10) "Connecting Mathematics with Its History: A Powerful, Practical Linkage" (L. Reimer & W. Reimer). Part 3: Connections across the Elementary School Curriculum: (11) "Learning Mathematics in Meaningful Contexts: An Action-Based Approach in the Primary Grades" (S. L. Schwartz & F. R. Curcio); (12) "Measurement in a Primary-Grade Integrated Curriculum" (L. Rhone); (13) "Connecting Literature and Mathematics" (D. J. Whitin); (14) "Connecting Reasoning and Writing in Student 'How to' Manuals" (N. F. Grandgenett, J. W. Hill, & C. V. Lloyd); and (15) "Connecting Mathematics and Physical Education through Spatial Awareness" (D. V. Lambdin & D. Lambdin). Part 4: Connections across the Middle School Curriculum: (16) "Seeing and Thinking Mathematically in the Middle School" (G. M. Kleiman); (17) "Projects in the Middle School Mathematics Curriculum" (S. Krulik & J. Rudnick); (18) "Carpet Laying: An Illustration of Everyday Mathematics" (J. O. Masingila); (19) "Mathematics and Quilting" (K. T. Ernie); and (20) "Randomness: A Connection to Reality" (D. J. Dessart). Part 5: Connections across the High School Curriculum: (21) "Connecting Geometry with the Rest of Mathematics" (A. A. Cuoco, E. P. Goldenberg, & J. Mark); (22) "Forging Links with Projects in Mathematics" (J. W. McConnell); (23) "Baseball Cards, Collecting, and Mathematics" (V. P. Schielack, Jr.); (24) "Experiencing Functional Relationships with a Viewing Tube" (M. R. Wilson & B. E. Shealy); (25) "Breathing Life into Mathematics" (K. M. Johnson & C. L. Litynski); and (26) "Students' Reasoning and Mathematical Connections in the Japanese Classroom" (K. Ito-Hino). (MKR)
Author: Berinderjeet Kaur
Publisher: World Scientific
ISBN: 9814405434
Category : Business & Economics
Languages : en
Pages : 335
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Book Description
This fourth volume in the series of yearbooks by the Association of Mathematics Educators in Singapore entitled Reasoning, Communication and Connections in Mathematics is unique in that it focuses on a single theme in mathematics education. The objective is to encourage teachers and researchers to advance reasoning, communication and connections in mathematics classrooms. Several renowned international researchers in the field have published their work in this volume. The fifteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with in their own classrooms to bring about meaningful learning outcomes. Three major themes: mathematical tasks, classroom discourse, and connectivity within and beyond mathematics, shape the ideas underpinning reasoning, communication and connections in these chapters. The book makes a significant contribution towards mathematical processes essential for learners of mathematics. It is a good resource for mathematics educators and research students.
Author: Sue Pope
Publisher: Learning Matters
ISBN: 1526489686
Category : Education
Languages : en
Pages : 233
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Book Description
How do I enrich children′s learning of primary mathematics to bring the subject to life? This book inspires and supports you, the new and beginning teacher, to use talk-rich and open tasks that bring mathematics to life in your classroom. Tried and loved practical tasks that engage and motivate Supports you to create confident and resilient mathematicians in your classroom Explores ways to engage children in mathematics across the primary curriculum Focuses on understanding key mathematical concepts and the connections between them
Author: John Hattie
Publisher: Corwin Press
ISBN: 1506362958
Category : Education
Languages : en
Pages : 209
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Book Description
Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Author: Bill Bigelow
Publisher: Rethinking Schools
ISBN: 0942961277
Category : Education
Languages : en
Pages : 255
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Book Description
Readings, resources, lesson plans, and reproducible student handouts aimed at teaching students to question the traditional ideas and images that interfere with social justice and community building.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 100
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Book Description
Author: Sara Delano Moore
Publisher: Corwin Press
ISBN: 1071816063
Category : Education
Languages : en
Pages : 289
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Book Description
Put math manipulatives to work in your classroom and make teaching and learning math both meaningful and productive. Mastering Math Manipulatives includes everything you need to integrate math manipulatives—both concrete and virtual—into math learning. Each chapter of this richly illustrated, easy-to-use guide focuses on a different powerful tool, such as base ten blocks, fraction manipulatives, unit squares and cubes, Cuisenaire Rods, Algebra tiles and two-color counters, geometric strips and solids, geoboards, and others, and includes a set of activities that demonstrate the many ways teachers can leverage manipulatives to model and reinforce math concepts for all learners. It features: · Classroom strategies for introducing math manipulatives, including commercial, virtual, and hand-made manipulatives, into formal math instruction. · Step-by-step instructions for over 70 activities that work with any curriculum, including four-color photos, printable work mats, and demonstration videos. · Handy charts that sort activities by manipulative type, math topic, domains aligned with standards, and grade-level appropriateness.
