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Author: Anna Sierpinska
Publisher: Routledge
ISBN: 1135716323
Category : Education
Languages : en
Pages : 216
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Book Description
The concept of understanding in mathematics with regard to mathematics education is considered in this volume. The main problem for mathematics teachers being how to facilitate their students' understanding of the mathematics being taught. In combining elements of maths, philosophy, logic, linguistics and the psychology of maths education from her own and European research, Dr Sierpinska considers the contributions of the social and cultural contexts to understanding. The outcome is an insight into both mathematics and understanding.
Author: Anna Sierpinska
Publisher: Routledge
ISBN: 1135716323
Category : Education
Languages : en
Pages : 216
Get Book Here
Book Description
The concept of understanding in mathematics with regard to mathematics education is considered in this volume. The main problem for mathematics teachers being how to facilitate their students' understanding of the mathematics being taught. In combining elements of maths, philosophy, logic, linguistics and the psychology of maths education from her own and European research, Dr Sierpinska considers the contributions of the social and cultural contexts to understanding. The outcome is an insight into both mathematics and understanding.
Author: Gilbert A. Valverde
Publisher: Springer Science & Business Media
ISBN: 9781402010347
Category : Education
Languages : en
Pages : 222
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Book Description
How are curriculum policies translated into opportunities to learn in the classroom? According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries. Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice. The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.
Author: Peter L. Galbraith
Publisher: Springer Science & Business Media
ISBN: 0387298223
Category : Education
Languages : en
Pages : 524
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Book Description
The book aims at showing the state-of-the-art in the field of modeling and applications in mathematics education. This is the first volume to do this. The book deals with the question of how key competencies of applications and modeling at the heart of mathematical literacy may be developed; with the roles that applications and modeling may play in mathematics teaching, making mathematics more relevant for students.
Author: Xavier Caicedo
Publisher: CRC Press
ISBN: 1000657302
Category : Mathematics
Languages : en
Pages : 471
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Book Description
Contains a balanced account of recent advances in set theory, model theory, algebraic logic, and proof theory, originally presented at the Tenth Latin American Symposium on Mathematical Logic held in Bogata, Columbia. Traces new interactions among logic, mathematics, and computer science. Features original research from over 30 well-known experts.
Author: Berinderjeet Kaur
Publisher: World Scientific
ISBN: 9814313343
Category : Mathematics
Languages : en
Pages : 351
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Book Description
Mathematical Applications and Modelling is the second in the series of the yearbooks of the Association of Mathematics Educators in Singapore. The book is unique as it addresses a focused theme on mathematics education. The objective is to illustrate the diversity within the theme and present research that translates into classroom pedagogies. --
Author: Joshua A. Fishman
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 732
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Book Description
Author: Alonzo Church
Publisher: Princeton University Press
ISBN: 9780691029061
Category : Mathematics
Languages : en
Pages : 396
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Book Description
A classic account of mathematical logic from a pioneering giant in the field Logic is sometimes called the foundation of mathematics: the logician studies the kinds of reasoning used in the individual steps of a proof. Alonzo Church was a pioneer in the field of mathematical logic, whose contributions to number theory and the theories of algorithms and computability laid the theoretical foundations of computer science. His first Princeton book, The Calculi of Lambda-Conversion (1941), established an invaluable tool that computer scientists still use today. Even beyond the accomplishment of that book, however, his second Princeton book, Introduction to Mathematical Logic, defined its subject for a generation. Originally published in Princeton's Annals of Mathematics Studies series, this book was revised in 1956 and reprinted a third time, in 1996, in the Princeton Landmarks in Mathematics series. Although new results in mathematical logic have been developed and other textbooks have been published, it remains, sixty years later, a basic source for understanding formal logic. Church was one of the principal founders of the Association for Symbolic Logic; he founded the Journal of Symbolic Logic in 1936 and remained an editor until 1979. At his death in 1995, Church was still regarded as the greatest mathematical logician in the world.
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
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Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: Great Britain. Committee of Inquiry into the Teaching of Mathematics in Schools
Publisher: Stationery Office Books (TSO)
ISBN:
Category : Education
Languages : en
Pages : 332
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Book Description
SUMMARY: Recommendations on the teaching of mathematics in primary & secondary schools in England & Wales, with particular regard to the mathematics required in further & higher education, employment & adult life generally.
Author: Anil Nerode
Publisher: Springer Science & Business Media
ISBN: 1468402110
Category : Computers
Languages : en
Pages : 383
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Book Description
In writing this book, our goal was to produce a text suitable for a first course in mathematical logic more attuned than the traditional textbooks to the recent dramatic growth in the applications of logic to computer science. Thus our choice of topics has been heavily influenced by such applications. Of course, we cover the basic traditional topics - syntax, semantics, soundness, completeness and compactness - as well as a few more advanced results such as the theorems of Skolem-Lowenheim and Herbrand. Much of our book, however, deals with other less traditional topics. Resolution theorem proving plays a major role in our treatment of logic, especially in its application to Logic Programming and PROLOG. We deal extensively with the mathematical foundations of all three of these subjects. In addition, we include two chapters on nonclassical logic- modal and intuitionistic - that are becoming increasingly important in computer science. We develop the basic material on the syntax and se mantics (via Kripke frames) for each of these logics. In both cases, our approach to formal proofs, soundness and completeness uses modifications of the same tableau method introduced for classical logic. We indicate how it can easily be adapted to various other special types of modal log ics. A number of more advanced topics (including nonmonotonic logic) are also briefly introduced both in the nonclassical logic chapters and in the material on Logic Programming and PROLOG.
