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Author: Bill Atweh
Publisher: Springer Science & Business Media
ISBN: 140208790X
Category : Education
Languages : en
Pages : 552
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Book Description
This book aims to develop theoretical frameworks of the phenomena of internationalisation and globalisation and identify related ethical, moral, political and economic issues facing mathematics and science educators. It provides a wide representation of views some of which are not often represented in international publications. This is the first book to deal with issues of globalisation and internationalisation in mathematics and science education.
Author: Bill Atweh
Publisher: Springer Science & Business Media
ISBN: 140208790X
Category : Education
Languages : en
Pages : 552
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Book Description
This book aims to develop theoretical frameworks of the phenomena of internationalisation and globalisation and identify related ethical, moral, political and economic issues facing mathematics and science educators. It provides a wide representation of views some of which are not often represented in international publications. This is the first book to deal with issues of globalisation and internationalisation in mathematics and science education.
Author: Holger Daun
Publisher: Psychology Press
ISBN: 9780815339410
Category : Education
Languages : en
Pages : 372
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Book Description
This study posits that global change is being driven mainly by financial forces, new patterns of economic growth and market ideology. It then goes on to examine the forces opposing such globalizing processes, such as religious and ethnic/social movements throughout Africa, Asia, and Latin America.
Author: Charles Hohensee
Publisher: Springer Nature
ISBN: 3030656322
Category : Education
Languages : en
Pages : 430
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Book Description
This book provides a common language for and makes connections between transfer research in mathematics education and transfer research in related fields. It generates renewed excitement for and increased visibility of transfer research, by showcasing and aggregating leading-edge research from the transfer research community. This book also helps to establish transfer as a sub-field of research within mathematics education and extends and refines alternate perspectives on the transfer of learning. The book provides an overview of current knowledge in the field as well as informs future transfer research.
Author: Bob Perry
Publisher: Springer Science & Business Media
ISBN: 9460919707
Category : Education
Languages : en
Pages : 368
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Book Description
This is the eighth edition of the four-yearly review of mathematics education research in Australasia. Commissioned by the Mathematics Education Research Group of Australasia (MERGA), this review critiques the most current Australasian research in mathematics education in the four years from 2008-2011. The main objective of this review is to celebrate and recognise significant findings; highlight relationships between research; identify themes; and forecast further research directions. This theme-based review has produced a comprehensive analysis of Australasian research in a politically challenging time—producing a manuscript with implications for a wider, international, audience. As the 2009 Felix Klein medal winner Gilah Leder states: A substantial body of research is captured in the chapters of this review. It encompasses the labours of a community of active researchers, with varied interests and diverse theoretical perspectives. Some of the issues explored in the period covered by this volume clearly resonate with questions and concerns particularly pertinent to the changing educational environment; others are more aptly described as continuing or renewed explorations of areas of long standing concern.
Author: M.A. (Ken) Clements
Publisher: Springer Science & Business Media
ISBN: 1461446848
Category : Mathematics
Languages : en
Pages : 1119
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Book Description
The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.
Author: Dirk De Bock
Publisher: Springer Nature
ISBN: 3031111664
Category : Education
Languages : en
Pages : 615
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Book Description
The international New Math developments between about 1950 through 1980, are regarded by many mathematics educators and education historians as the most historically important development in curricula of the twentieth century. It attracted the attention of local and international politicians, of teachers, and of parents, and influenced the teaching and learning of mathematics at all levels—kindergarten to college graduate—in many nations. After garnering much initial support it began to attract criticism. But, as Bill Jacob and the late Jerry Becker show in Chapter 17, some of the effects became entrenched. This volume, edited by Professor Dirk De Bock, of Belgium, provides an outstanding overview of the New Math/modern mathematics movement. Chapter authors provide exceptionally high-quality analyses of the rise of the movement, and of subsequent developments, within a range of nations. The first few chapters show how the initial leadership came from mathematicians in European nations and in the United States of America. The background leaders in Europe were Caleb Gattegno and members of a mysterious group of mainly French pure mathematicians, who since the 1930s had published under the name of (a fictitious) “Nicolas Bourbaki.” In the United States, there emerged, during the 1950s various attempts to improve U.S. mathematics curricula and teaching, especially in secondary schools and colleges. This side of the story climaxed in 1957 when the Soviet Union succeeded in launching “Sputnik,” the first satellite. Undoubtedly, this is a landmark publication in education. The foreword was written by Professor Bob Moon, one of a few other scholars to have written on the New Math from an international perspective. The final “epilogue” chapter, by Professor Geert Vanpaemel, a historian, draws together the overall thrust of the volume, and makes links with the general history of curriculum development, especially in science education, including recent globalization trends.
Author: Khoon Yoong Wong
Publisher: World Scientific
ISBN: 9812833757
Category : Education
Languages : en
Pages : 562
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Book Description
This title provides much food for thought and pointers to meet future challenges in mathematics education not only within Singapore, but also in other countries.
Author: Alexander W. Wiseman
Publisher: Emerald Group Publishing
ISBN: 0857244493
Category : Education
Languages : en
Pages : 381
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Book Description
Discusses the uses of international achievement study results as a tool for national progress as well as an obstacle. This title provides recommendations for ways that international achievement data can be used in real-world policymaking situations. It also discusses what the future of international achievement studies holds.
Author: Maria F. G. Wallace
Publisher: Springer Nature
ISBN: 3030796221
Category : Science
Languages : en
Pages : 377
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Book Description
This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science education—the way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratories—is ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity.
Author: HEDY MOSCOVICI
Publisher: Springer Science & Business Media
ISBN: 9462091552
Category : Education
Languages : en
Pages : 152
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Book Description
Dr. Hedy Moscovici’s life on three continents and her battle with ovarian cancer shaped the unique co-learning and participative leadership perspective on science and mathematics education shared in this book. This text has multiple audiences – prospective and practicing teachers wanting to motivate their students to learn, science and mathematics educators mentoring teachers to become transformative intellectuals and critical pedagogues, parents interested in their children’s advancement, and interested policymakers and public wishing to deepen their understanding about learning in general and educational issues in science and mathematics. Two mottos, “I can’t learn from you if you can’t learn from me” and “to teach is to learn twice,” summarize the essence of her message. The spotlight is on the critical interdependence of factors, specifically human ability to construct understanding; necessity of disequilibrium to spark neural rewiring; cognition-emotion (pleasure vs. pain, even science or math phobia) connections; sociocultural context; dilemma created by the absence of a clearly trustworthy “learning meter” for a society valuing objective measurement of quality of learning; human relationships sustained by three R’s (rights, responsibilities, respect); and, heightened awareness of power relationships leading to a spirit of collaboration, recognition of each individual’s strengths and expertise; and critical pedagogy.
