Effects of State-level Reform of Elementary School Mathematics Curriculum on Classroom Practice PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Effects of State-level Reform of Elementary School Mathematics Curriculum on Classroom Practice PDF full book. Access full book title Effects of State-level Reform of Elementary School Mathematics Curriculum on Classroom Practice by . Download full books in PDF and EPUB format.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 178
Get Book
Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 178
Get Book
Book Description
Author: David K. Cohen
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 20
Get Book
Book Description
Author: Frank K. Lester
Publisher: IAP
ISBN: 160752709X
Category : Education
Languages : en
Pages : 725
Get Book
Book Description
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328
Get Book
Book Description
Author:
Publisher: BRILL
ISBN: 9087906188
Category : Education
Languages : en
Pages : 319
Get Book
Book Description
This book presents a coherent collection of research studies on teacher knowledge and its relation to instruction and learning in middle-grades mathematics. The authors provide comprehensive literature reviews on specific components of mathematics knowledge for teaching that have been found to be important for effective instruction.
Author: United States. Dept. of Education
Publisher:
ISBN:
Category : ERIC (Information retrieval system)
Languages : en
Pages : 632
Get Book
Book Description
Author: United States. Department of Education
Publisher:
ISBN:
Category : ERIC (Information retrieval system)
Languages : en
Pages : 188
Get Book
Book Description
Author: United States. Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 204
Get Book
Book Description
Author: Carole B. Lacampagne
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 20
Get Book
Book Description
The implementation of the National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards for School Mathematics" implies fundamental shifts in the teaching and learning of mathematics. Intended for those individuals who will be instrumental in the implementation of those changes--teachers, administrators, and parents--this document presents 10 ideas for transforming mathematics teaching and learning based on research and successful practical experience: (1) All students can and must learn mathematics, which should serve as a "pump," not a "filter"; (2) Teachers need to listen to students and incorporate into their instruction what they learn from listening; (3) Students learn mathematics best when they construct their own mathematical understanding; (4) Students need to learn more and different types of mathematics; (5) Mathematical discussion should be a daily part of classroom activity; (6) Teachers need to become "informed guides" to the learner; (7) Calculators, computers, and related technology can be effective tools in the teaching and learning of mathematics; (8) Students need shared learning experiences; (9) Curricular and pedagogical change in mathematics cannot occur without accompanying change in student assessment; and (10) Lasting change takes broad support. (Contains 14 references.) (MDH)
Author: James G. Greeno
Publisher: Routledge
ISBN: 1136485198
Category : Education
Languages : en
Pages : 441
Get Book
Book Description
The term used in the title of this volume--thinking practices--evokes questions that the authors of the chapters within it begin to answer: What are thinking practices? What would schools and other learning settings look like if they were organized for the learning of thinking practices? Are thinking practices general, or do they differ by disciplines? If there are differences, what implications do those differences have for how we organize teaching and learning? How do perspectives on learning, cognition, and culture affect the kinds of learning experiences children and adults have? This volume describes advances that have been made toward answering these questions. These advances involve several agendas, including increasing interdisciplinary communication and collaboration; reconciling research on cognition with research on teaching, learning, and school culture; and strengthening the connections between research and school practice. The term thinking practices is symbolic of a combination of theoretical perspectives that have contributed to the volume editors' understanding of how people learn, how they organize their thinking inside and across disciplines, and how school learning might be better organized. By touring through some of the perspectives on thinking and learning that have evolved into school learning designs, Greeno and Goldman begin to establish a frame for what they are calling thinking practices. This volume is a significant contribution to a topic that they believe will continue to emerge as a coherent body of scientific and educational research and practice.