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Author: Richard J. Oosterhoff
Publisher:
ISBN: 9780191862151
Category : MATHEMATICS
Languages : en
Pages :
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Book Description
Making Mathematical Culture analyses the rise of the printed book and how it contributed to the growing profile of mathematics in Europe. Using student manuscripts and annotated books, this volume offers a new account of how printing shaped one of the fastest-growing institutions of the early modern period, the university.
Author: Richard J. Oosterhoff
Publisher:
ISBN: 9780191862151
Category : MATHEMATICS
Languages : en
Pages :
Get Book Here
Book Description
Making Mathematical Culture analyses the rise of the printed book and how it contributed to the growing profile of mathematics in Europe. Using student manuscripts and annotated books, this volume offers a new account of how printing shaped one of the fastest-growing institutions of the early modern period, the university.
Author: Falk Seeger
Publisher: Cambridge University Press
ISBN: 9780521571074
Category : Psychology
Languages : en
Pages : 276
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Book Description
The culture of the mathematics classroom is becoming an increasingly salient topic of discussion in mathematics education. Studying and changing what happens in the classroom allows researchers and educators to recognize the social character of mathematical pedagogy and the relationship between the classroom and culture at large. This volume is divided into three sections, reporting findings gained in both research and practice. The first part presents several attempts to change classroom culture by focusing on the education of mathematics teachers and on teacher-researcher collaboration. The second section shifts to the interactive processes of the mathematics classroom and to the communal nature of learning. The third section discusses the means of constructing, filtering, and establishing mathematical knowledge that are characteristic of classroom culture. This internationally relevant volume will be of particular interest to educators and educational researchers.
Author: Richard J. Oosterhoff
Publisher: Oxford University Press
ISBN: 0192556568
Category : History
Languages : en
Pages : 469
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Book Description
In 1503, for the first time, a student in Paris was able to spend his entire university career studying only the printed textbooks of his teacher, thanks to the works of the humanist and university reformer Jacques Lefèvre d'Étaples (c. 1455-1536). As printed books became central to the intellectual habits of following generations, Lefèvre turned especially to mathematics as a way to renovate the medieval university. Making Mathematical Culture argues this was a pivatol moment in the cultural history of Europe and explores how the rise of the printed book contributed to the growing profile of mathematics in the region. Using student manuscripts and annotated books, Making Mathematical Culture offers a new account of printed textbooks, as jointly made by masters and students, and how such collaborative practices informed approaches to mathematics.
Author: Sara N. Hottinger
Publisher: SUNY Press
ISBN: 1438460090
Category : Mathematics
Languages : en
Pages : 217
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Book Description
Considers how our ideas about mathematics shape our individual and cultural relationship to the field. Where and how do we, as a culture, get our ideas about mathematics and about who can engage with mathematical knowledge? Sara N. Hottinger uses a cultural studies approach to address how our ideas about mathematics shape our individual and cultural relationship to the field. She considers four locations in which representations of mathematics contribute to our cultural understanding of mathematics: mathematics textbooks, the history of mathematics, portraits of mathematicians, and the field of ethnomathematics. Hottinger examines how these discourses shape mathematical subjectivity by limiting the way some groupsincluding women and people of colorare able to see themselves as practitioners of math. Inventing the Mathematician provides a blueprint for how to engage in a deconstructive project, revealing the limited and problematic nature of the normative construction of mathematical subjectivity.
Author: Geneva Gay
Publisher: Teachers College Press
ISBN: 0807750786
Category : Education
Languages : en
Pages : 321
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Book Description
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Author: Cathy L. Seeley
Publisher: ASCD
ISBN: 1416622489
Category : Education
Languages : en
Pages : 66
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Book Description
This book explores the path by which administrative leaders may improve their math programs, offering an overview of what an effective program looks like and examples of actions to take to achieve that goal. It addresses the three components necessary for a successful math program: how to recognize, support, and evaluate effective teachers; the steps to take to move from grand ideas to concrete results; and how to approach obstacles to achieving your goal.
Author: Cathy L. Seeley
Publisher: ASCD
ISBN: 1416622462
Category : Education
Languages : en
Pages : 66
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Book Description
Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, turns the spotlight on administrative leaders who are seeking to improve their math programs, offering an overview of what an effective program looks like and examples of actions to take to achieve that goal. Building a Math-Positive Culture addresses the following topics: * The three components necessary for a successful math program. * How to recognize, support, and evaluate effective teachers. * Steps to take to move from grand ideas to concrete results. * How to approach obstacles to achieving your goal. Along with the companion book for teachers Making Sense of Math, this book is an essential tool for leaders facing the critical task of revising their math program to develop flexible mathematical thinkers able to meet the demands of the 21st century.
Author: Ron Ritchhart
Publisher: John Wiley & Sons
ISBN: 1118015010
Category : Education
Languages : en
Pages : 320
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Book Description
A proven program for enhancing students' thinking and comprehension abilities Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines?small sets of questions or a short sequence of steps?as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion Can be applied with students at all grade levels and in all content areas Includes easy-to-implement classroom strategies The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.
Author: Francis Su
Publisher: Yale University Press
ISBN: 0300237138
Category : Mathematics
Languages : en
Pages : 287
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Book Description
"The ancient Greeks argued that the best life was filled with beauty, truth, justice, play and love. The mathematician Francis Su knows just where to find them."--Kevin Hartnett, Quanta Magazine" This is perhaps the most important mathematics book of our time. Francis Su shows mathematics is an experience of the mind and, most important, of the heart."--James Tanton, Global Math Project For mathematician Francis Su, a society without mathematical affection is like a city without concerts, parks, or museums. To miss out on mathematics is to live without experiencing some of humanity's most beautiful ideas. In this profound book, written for a wide audience but especially for those disenchanted by their past experiences, an award-winning mathematician and educator weaves parables, puzzles, and personal reflections to show how mathematics meets basic human desires--such as for play, beauty, freedom, justice, and love--and cultivates virtues essential for human flourishing. These desires and virtues, and the stories told here, reveal how mathematics is intimately tied to being human. Some lessons emerge from those who have struggled, including philosopher Simone Weil, whose own mathematical contributions were overshadowed by her brother's, and Christopher Jackson, who discovered mathematics as an inmate in a federal prison. Christopher's letters to the author appear throughout the book and show how this intellectual pursuit can--and must--be open to all.
Author: Alan Bishop
Publisher: Springer Science & Business Media
ISBN: 940092657X
Category : Education
Languages : en
Pages : 210
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Book Description
Mathematics is in the unenviable position of being simultaneously one of the most important school subjects for today's children to study and one of the least well understood. Its reputation is awe-inspiring. Everybody knows how important it is and everybody knows that they have to study it. But few people feel comfortable with it; so much so that it is socially quite acceptable in many countries to confess ignorance about it, to brag about one's incompe tence at doing it, and even to claim that one is mathophobic! So are teachers around the world being apparently legal sadists by inflicting mental pain on their charges? Or is it that their pupils are all masochists, enjoying the thrill of self-inflicted mental torture? More seriously, do we really know what the reasons are for the mathematical activity which goes on in schools? Do we really have confidence in our criteria for judging what's important and what isn't? Do we really know what we should be doing? These basic questions become even more important when considered in the context of two growing problem areas. The first is a concern felt in many countries about the direction which mathematics education should take in the face of the increasing presence of computers and calculator-related technol ogy in society.
