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Author: Thomas O'Shea
Publisher: FriesenPress
ISBN: 146028609X
Category : Education
Languages : en
Pages : 365
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Book Description
What is mathematics, and what aspects of it should be taught in schools? How and to whom should it be taught, and how should its understanding be assessed? These questions continue to drive curriculum development, school organization, teaching methods, and research agendas. No one today doubts that mathematics should be taught in our schools, but this was not always so. Mathematics Education Across Time and Place aims to help mathematics teachers, teacher educators, and anyone else interested in mathematics education appreciate the path this discipline has taken through the ages. To understand the historical and social context for schools and the place of mathematics within them, we meet a variety of mathematics educators from different times and places. Though fictional, their lives and social circumstances are based on historical documents and professional sources. They range from ancient Greece to modern Zimbabwe; from Persia to British Columbia; from Islamic Baghdad to revolutionary Paris; from Elizabethan England to twentieth-century New York; and from the rural one-room schools of North America to the modern comprehensive secondary school. By sharing the teachers' lives, we come to understand how they developed their love for teaching mathematics, and how their work fit into the larger social context of their time.
Author: Thomas O'Shea
Publisher: FriesenPress
ISBN: 146028609X
Category : Education
Languages : en
Pages : 365
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Book Description
What is mathematics, and what aspects of it should be taught in schools? How and to whom should it be taught, and how should its understanding be assessed? These questions continue to drive curriculum development, school organization, teaching methods, and research agendas. No one today doubts that mathematics should be taught in our schools, but this was not always so. Mathematics Education Across Time and Place aims to help mathematics teachers, teacher educators, and anyone else interested in mathematics education appreciate the path this discipline has taken through the ages. To understand the historical and social context for schools and the place of mathematics within them, we meet a variety of mathematics educators from different times and places. Though fictional, their lives and social circumstances are based on historical documents and professional sources. They range from ancient Greece to modern Zimbabwe; from Persia to British Columbia; from Islamic Baghdad to revolutionary Paris; from Elizabethan England to twentieth-century New York; and from the rural one-room schools of North America to the modern comprehensive secondary school. By sharing the teachers' lives, we come to understand how they developed their love for teaching mathematics, and how their work fit into the larger social context of their time.
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: Jo Boaler
Publisher: Penguin
ISBN: 9780670019526
Category : Education
Languages : en
Pages : 296
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Book Description
Discusses how to make mathematics for children enjoyable and why it is important for American children to succeed in mathematics and choose math-based career paths in the future.
Author: National Research Council
Publisher:
ISBN: 9780309385152
Category :
Languages : en
Pages : 206
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Book Description
The Strategic Education Research Partnership (SERP) is a bold, ambitious plan that proposes a revolutionary program of education research and development. Its purpose is to construct a powerful knowledge base, derived from both research and practice, that will support the efforts of teachers, school administrators, colleges of education, and policy officialsâ "with the ultimate goal of significantly improving student learning. The proposals in this book have the potential to substantially improve the knowledge base that supports teaching and learning by pursuing answers to questions at the core of teaching practices. It calls for the linking of research and development, including instructional programs, assessment tools, teacher education programs, and materials. Best of all, the book provides a solid framework for a program of research and development that will be genuinely useful to classroom teachers.
Author: Sung Je Cho
Publisher: Springer
ISBN: 3319126881
Category : Education
Languages : en
Pages : 617
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Book Description
This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfully contributed to the sustainable development of mathematics education across the world. The program provides food for thought and inspiration for practice for everyone with an interest in mathematics education and makes an essential reference for teacher educators, curriculum developers and researchers in mathematics education. The work includes the texts of the four plenary lectures and three plenary panels and reports of three survey groups, five National presentations, the abstracts of fifty one Regular lectures, reports of thirty seven Topic Study Groups and seventeen Discussion Groups.
Author: United States. Congress. House. Committee on Science
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309163560
Category : Education
Languages : en
Pages : 69
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Book Description
In 1999, Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in the United States and China, which probed the kinds of knowledge that elementary school teachers need to convey mathematical concepts and procedures effectively to their students. Later that year, Roger Howe, a member of the U.S. National Commission on Mathematics Instruction (USNC/MI), reviewed the book for the Notices of the American Mathematical Society, concluding that it 'has lessons for all educational policymakers.' Intrigued by the idea of superrank teachers, the USNC/MI sponsored a workshop entitled 'The Teacher Development Continuum in the United States and China'. The purpose of the workshop was to examine the structure of the mathematics teaching profession in the United States and China. The main presentations and discussion from the workshop are summarized in this volume.
Author: Jeremy Kilpatrick
Publisher: Springer Science & Business Media
ISBN: 0387240403
Category : Education
Languages : en
Pages : 267
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Book Description
What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed—theoretical and practical—and this book seeks to move the debate forward along both dimensions while seeking to relate them where appropriate. A discussion of meaning can start from a theoretical examination of mathematics and how mathematicians over time have made sense of their work. However, from a more practical perspective, anybody involved in teaching mathematics is faced with the need to orchestrate the myriad of meanings derived from multiple sources that students develop of mathematical knowledge. This book presents a wide variety of theoretical reflections and research results about meaning in mathematics and mathematics education based on long-term and collective reflection by the group of authors as a whole. It is the outcome of the work of the BACOMET (BAsic COmponents of Mathematics Education for Teachers) group who spent several years deliberating on this topic. The ten chapters in this book, both separately and together, provide a substantial contribution to clarifying the complex issue of meaning in mathematics education. This book is of interest to researchers in mathematics education, graduate students of mathematics education, under graduate students in mathematics, secondary mathematics teachers and primary teachers with an interest in mathematics.
Author: Alexander Karp
Publisher: Springer Science & Business Media
ISBN: 146149155X
Category : Mathematics
Languages : en
Pages : 627
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Book Description
This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well. Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists in cultural and even social history.
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.
