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Author: Leigh N Wood
Publisher: Springer Science & Business Media
ISBN: 9400729847
Category : Education
Languages : en
Pages : 193
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Book Description
This book considers the views of participants in the process of becoming a mathematician, that is, the students and the graduates. This book investigates the people who carry out mathematics rather than the topics of mathematics. Learning is about change in a person, the development of an identity and ways of interacting with the world. It investigates more generally the development of mathematical scientists for a variety of workplaces, and includes the experiences of those who were not successful in the transition to the workplace as mathematicians. The research presented is based on interviews, observations and surveys of students and graduates as they are finding their identity as a mathematician. The book contains material from the research carried out in South Africa, Northern Ireland, Canada and Brunei as well as Australia.
Author: Leigh N Wood
Publisher: Springer Science & Business Media
ISBN: 9400729847
Category : Education
Languages : en
Pages : 193
Get Book
Book Description
This book considers the views of participants in the process of becoming a mathematician, that is, the students and the graduates. This book investigates the people who carry out mathematics rather than the topics of mathematics. Learning is about change in a person, the development of an identity and ways of interacting with the world. It investigates more generally the development of mathematical scientists for a variety of workplaces, and includes the experiences of those who were not successful in the transition to the workplace as mathematicians. The research presented is based on interviews, observations and surveys of students and graduates as they are finding their identity as a mathematician. The book contains material from the research carried out in South Africa, Northern Ireland, Canada and Brunei as well as Australia.
Author: Keith Devlin
Publisher: CRC Press
ISBN: 1439867712
Category : Computers
Languages : en
Pages : 220
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Book Description
Stanford mathematician and NPR Math Guy Keith Devlin explains why, fun aside, video games are the ideal medium to teach middle-school math. Aimed primarily at teachers and education researchers, but also of interest to game developers who want to produce videogames for mathematics education, Mathematics Education for a New Era: Video Games as a Med
Author: Tommy Dreyfus
Publisher: Routledge
ISBN: 1351625403
Category : Education
Languages : en
Pages : 22
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Book Description
Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include: the content domains of arithmetic, geometry, algebra, statistics, and probability; the mathematical processes of proving and modeling; teaching and learning at specific age levels from early years to university; teacher education, teaching and classroom practices; special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history; theoretical perspectives and comparative approaches in mathematics education research. This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.
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: Paul Lockhart
Publisher: Bellevue Literary Press
ISBN: 1934137332
Category : Mathematics
Languages : en
Pages : 144
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Book Description
“One of the best critiques of current mathematics education I have ever seen.”—Keith Devlin, math columnist on NPR’s Morning Edition A brilliant research mathematician who has devoted his career to teaching kids reveals math to be creative and beautiful and rejects standard anxiety-producing teaching methods. Witty and accessible, Paul Lockhart’s controversial approach will provoke spirited debate among educators and parents alike and it will alter the way we think about math forever. Paul Lockhart, has taught mathematics at Brown University and UC Santa Cruz. Since 2000, he has dedicated himself to K-12 level students at St. Ann’s School in Brooklyn, New York.
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.
Author: Gesche Pospiech
Publisher: Springer
ISBN: 3030046273
Category : Science
Languages : en
Pages : 385
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Book Description
This book is about mathematics in physics education, the difficulties students have in learning physics, and the way in which mathematization can help to improve physics teaching and learning. The book brings together different teaching and learning perspectives, and addresses both fundamental considerations and practical aspects. Divided into four parts, the book starts out with theoretical viewpoints that enlighten the interplay of physics and mathematics also including historical developments. The second part delves into the learners’ perspective. It addresses aspects of the learning by secondary school students as well as by students just entering university, or teacher students. Topics discussed range from problem solving over the role of graphs to integrated mathematics and physics learning. The third part includes a broad range of subjects from teachers’ views and knowledge, the analysis of classroom discourse and an evaluated teaching proposal. The last part describes approaches that take up mathematization in a broader interpretation, and includes the presentation of a model for physics teachers’ pedagogical content knowledge (PCK) specific to the role of mathematics in physics.
Author: Alison Clark-Wilson
Publisher: Routledge
ISBN: 1000390799
Category : Education
Languages : en
Pages : 246
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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: Jeremy Kilpatrick
Publisher: Springer Science & Business Media
ISBN: 0387240403
Category : Education
Languages : en
Pages : 260
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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: 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.
