Fostering Collateral Creativity in School Mathematics 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 Fostering Collateral Creativity in School Mathematics PDF full book. Access full book title Fostering Collateral Creativity in School Mathematics by Sergei Abramovich. Download full books in PDF and EPUB format.
Author: Sergei Abramovich
Publisher: Springer Nature
ISBN: 3031406397
Category : Education
Languages : en
Pages : 141
Get Book Here
Book Description
This book explores the topic of using technology, both physical and digital, to motivate creative mathematical thinking among students who are not considered ‘mathematically advanced.’ The book reflects the authors’ experience of teaching mathematics to Canadian and American teacher candidates and supervising several field-based activities by the candidates. It consists of eight chapters and an Appendix which includes details of constructing computational learning environments. Specifically, the book demonstrates how the appropriate use of technology in the teaching of mathematics can create conditions for the emergence of what may be called ‘collateral creativity,’ a notion similar to Dewey’s notion of collateral learning. Just as collateral learning does not result from the immediate goal of the traditional curriculum, collateral creativity does not result from the immediate goal of traditional problem solving. Rather, mathematical creativity emerges as a collateral outcome of thinking afforded by the use of technology. Furthermore, collateral creativity is an educative outcome of one’s learning experience with pedagogy that motivates students to ask questions about computer-generated or tactile-derived information and assists them in finding answers to their own or the teacher’s questions. This book intends to provide guidance to teachers for fostering collateral creativity in their classrooms.
Author: Sergei Abramovich
Publisher: Springer Nature
ISBN: 3031406397
Category : Education
Languages : en
Pages : 141
Get Book Here
Book Description
This book explores the topic of using technology, both physical and digital, to motivate creative mathematical thinking among students who are not considered ‘mathematically advanced.’ The book reflects the authors’ experience of teaching mathematics to Canadian and American teacher candidates and supervising several field-based activities by the candidates. It consists of eight chapters and an Appendix which includes details of constructing computational learning environments. Specifically, the book demonstrates how the appropriate use of technology in the teaching of mathematics can create conditions for the emergence of what may be called ‘collateral creativity,’ a notion similar to Dewey’s notion of collateral learning. Just as collateral learning does not result from the immediate goal of the traditional curriculum, collateral creativity does not result from the immediate goal of traditional problem solving. Rather, mathematical creativity emerges as a collateral outcome of thinking afforded by the use of technology. Furthermore, collateral creativity is an educative outcome of one’s learning experience with pedagogy that motivates students to ask questions about computer-generated or tactile-derived information and assists them in finding answers to their own or the teacher’s questions. This book intends to provide guidance to teachers for fostering collateral creativity in their classrooms.
Author: Sergei Abramovich
Publisher: Springer
ISBN: 9783031406386
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
This book explores the topic of using technology, both physical and digital, to motivate creative mathematical thinking among students who are not considered ‘mathematically advanced.’ The book reflects the authors’ experience of teaching mathematics to Canadian and American teacher candidates and supervising several field-based activities by the candidates. It consists of eight chapters and an Appendix which includes details of constructing computational learning environments. Specifically, the book demonstrates how the appropriate use of technology in the teaching of mathematics can create conditions for the emergence of what may be called ‘collateral creativity,’ a notion similar to Dewey’s notion of collateral learning. Just as collateral learning does not result from the immediate goal of the traditional curriculum, collateral creativity does not result from the immediate goal of traditional problem solving. Rather, mathematical creativity emerges as a collateral outcome of thinking afforded by the use of technology. Furthermore, collateral creativity is an educative outcome of one’s learning experience with pedagogy that motivates students to ask questions about computer-generated or tactile-derived information and assists them in finding answers to their own or the teacher’s questions. This book intends to provide guidance to teachers for fostering collateral creativity in their classrooms.
Author: Sergei Abramovich
Publisher: Springer
ISBN: 9783031406416
Category : Art
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Sergei Abramovich
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 244
Get Book Here
Book Description
This is the second (revised) edition of the book published in 2010 under the same title. It reflects the author’s experience teaching a graduate level mathematics content course for elementary teacher candidates at SUNY Potsdam since 2003. The book addresses a number of recommendations of the Conference Board of the Mathematical Sciences for the preparation of teachers demonstrating how abstract mathematical concepts can be motivated by concrete activities and the use of technology. Such approach to school mathematics makes it easier for teachers to grasp the meaning of generalization, formal proof, and the creation of an increasing number of concepts on higher levels of abstraction. The book’s computer-enhanced pedagogy and its strong experiential component enabled by the use of manipulative materials have the potential to reduce mathematics anxiety among teachers and help them develop confidence in teaching the subject matter through modeling and problem solving. Classroom observations of teachers’ learning mathematics as a combination of theory and experiment confirm that this approach elevates one’s mathematical understanding to a higher ground. Most of the chapters are motivated by a problem typically found in the elementary mathematics curricula and/or standards (either National or New York State – the context in which the author prepare teachers). By exploring traditional problems in depth, teachers can uncover fundamental mathematical concepts and ideas hidden within a seemingly mundane task. The need to have experience in going beyond traditional expectations for learning is due to the constructivist orientation of contemporary mathematics pedagogy that encourages students to ask questions about mathematics they study. Each chapter (except the last one) includes an activity set that can be used for the development of the variety of assignments for teachers. Digital tools used in the book include spreadsheets, Wolfram Alpha, GeoGebra, Kid Pix Studio Deluxe, and Graphing Calculator (Pacific Tech).
Author: Roza Leikin
Publisher: BRILL
ISBN: 9087909357
Category : Education
Languages : en
Pages : 419
Get Book Here
Book Description
This book breaks through in the field of mathematical creativity and giftedness. It suggests directions for closing the gap between research in the field of mathematics education and research in the field of creativity and giftedness. It also outlines a research agenda for further research and development in the field.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
Get Book Here
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Alison Clark-Wilson
Publisher: Routledge
ISBN: 1000390799
Category : Education
Languages : en
Pages : 246
Get Book Here
Book Description
The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment. Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes: Mathematics teacher education and professional development Mathematics curriculum development and task design The assessment of mathematics Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.
Author: Suzy Pepper Rollins
Publisher: ASCD
ISBN: 1416618716
Category : Education
Languages : en
Pages : 187
Get Book Here
Book Description
Too often, students who fail a grade or a course receive remediation that ends up widening rather than closing achievement gaps. According to veteran classroom teacher and educational consultant Suzy Pepper Rollins, the true answer to supporting struggling students lies in acceleration. In Learning in the Fast Lane, she lays out a plan of action that teachers can use to immediately move underperforming students in the right direction and differentiate instruction for all learners—even those who excel academically. This essential guide identifies eight high-impact, research-based instructional approaches that will help you * Make standards and learning goals explicit to students. * Increase students' vocabulary—a key to their academic success. * Build students' motivation and self-efficacy so that they become active, optimistic participants in class. * Provide rich, timely feedback that enables students to improve when it counts. * Address skill and knowledge gaps within the context of new learning. Students deserve no less than the most effective strategies available. These hands-on, ready-to-implement practices will enable you to provide all students with compelling, rigorous, and engaging learning experiences.
Author: Peggy Grant
Publisher: International Society for Technology in Education
ISBN: 1564845443
Category : Education
Languages : en
Pages : 200
Get Book Here
Book Description
Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.
Author: Roza Leikin
Publisher: Springer
ISBN: 3319388401
Category : Education
Languages : en
Pages : 261
Get Book Here
Book Description
This volume provides readers with a broad view on the variety of issues related to the educational research and practices in the field of Creativity in Mathematics and Mathematical Giftedness. The book explores (a) the relationship between creativity and giftedness; (b) empirical work with high ability (or gifted) students in the classroom and its implications for teaching mathematics; (c) interdisciplinary work which views creativity as a complex phenomena that cannot be understood from within the borders of disciplines, i.e., to present research and theorists from disciplines such as neuroscience and complexity theory; and (d) findings from psychology that pertain the creatively gifted students. As a whole, this volume brings together perspectives from mathematics educators, psychologists, neuroscientists, and teachers to present a collection of empirical, theoretical and philosophical works that address the complexity of mathematical creativity and giftedness, its origins, nature, nurture and ways forward. In keeping with the spirit of the series, the anthology substantially builds on previous ZDM volumes on interdisciplinarity (2009), creativity and giftedness (2013).
