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Author: Kaye Stacey
Publisher: Springer Science & Business Media
ISBN: 1402081316
Category : Education
Languages : en
Pages : 382
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Book Description
Kaye Stacey‚ Helen Chick‚ and Margaret Kendal The University of Melbourne‚ Australia Abstract: This section reports on the organisation‚ procedures‚ and publications of the ICMI Study‚ The Future of the Teaching and Learning of Algebra. Key words: Study Conference‚ organisation‚ procedures‚ publications The International Commission on Mathematical Instruction (ICMI) has‚ since the 1980s‚ conducted a series of studies into topics of particular significance to the theory and practice of contemporary mathematics education. Each ICMI Study involves an international seminar‚ the “Study Conference”‚ and culminates in a published volume intended to promote and assist discussion and action at the international‚ national‚ regional‚ and institutional levels. The ICMI Study running from 2000 to 2004 was on The Future of the Teaching and Learning of Algebra‚ and its Study Conference was held at The University of Melbourne‚ Australia fromDecember to 2001. It was the first study held in the Southern Hemisphere. There are several reasons why the future of the teaching and learning of algebra was a timely focus at the beginning of the twenty first century. The strong research base developed over recent decades enabled us to take stock of what has been achieved and also to look forward to what should be done and what might be achieved in the future. In addition‚ trends evident over recent years have intensified. Those particularly affecting school mathematics are the “massification” of education—continuing in some countries whilst beginning in others—and the advance of technology.
Author: Kaye Stacey
Publisher: Springer Science & Business Media
ISBN: 1402081316
Category : Education
Languages : en
Pages : 382
Get Book Here
Book Description
Kaye Stacey‚ Helen Chick‚ and Margaret Kendal The University of Melbourne‚ Australia Abstract: This section reports on the organisation‚ procedures‚ and publications of the ICMI Study‚ The Future of the Teaching and Learning of Algebra. Key words: Study Conference‚ organisation‚ procedures‚ publications The International Commission on Mathematical Instruction (ICMI) has‚ since the 1980s‚ conducted a series of studies into topics of particular significance to the theory and practice of contemporary mathematics education. Each ICMI Study involves an international seminar‚ the “Study Conference”‚ and culminates in a published volume intended to promote and assist discussion and action at the international‚ national‚ regional‚ and institutional levels. The ICMI Study running from 2000 to 2004 was on The Future of the Teaching and Learning of Algebra‚ and its Study Conference was held at The University of Melbourne‚ Australia fromDecember to 2001. It was the first study held in the Southern Hemisphere. There are several reasons why the future of the teaching and learning of algebra was a timely focus at the beginning of the twenty first century. The strong research base developed over recent decades enabled us to take stock of what has been achieved and also to look forward to what should be done and what might be achieved in the future. In addition‚ trends evident over recent years have intensified. Those particularly affecting school mathematics are the “massification” of education—continuing in some countries whilst beginning in others—and the advance of technology.
Author: Heidi Strømskag Måsøval
Publisher: Springer
ISBN: 9783319030104
Category : Education
Languages : en
Pages : 166
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Book Description
The book is based on a longitudinal study of beginning teachers' struggles with algebra, with strong foundation in the theory of didactical situations (Brousseau, 1997). The focus is on factors that constrain students’ engagement with algebraic generality in shape patterns. Participants in the study are six student teachers and two teacher educators of mathematics. The empirical material consists of videotaped classroom observations and the mathematical tasks with which the students engaged. Three analytic categories emerged from an open coding process which show that the students’ algebraic generalization is constrained by: 1) a limited feedback potential in situations where the students are supposed to solve the mathematical tasks without teacher intervention; 2) obstacles the students face when they shall transform into algebraic notation formulae they have expressed informally in natural language; and, 3) challenges with justification of formulae and mathematical statements that the students have proposed. This book provides many practical and concrete examples to guide mathematics education researchers, mathematics teacher educators, and mathematics educators in teaching algebra in a variety of contexts and environments.
Author: Helen Chick
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 374
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Book Description
Author: Sigrid Wagner
Publisher:
ISBN: 9780873532686
Category : Mathematics
Languages : en
Pages :
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Book Description
Author: Angel Gutiérrez
Publisher: Sense Publishers
ISBN: 9077874194
Category : Education
Languages : en
Pages : 538
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Book Description
Compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation in 1976. The first three sections summarize cognitively-oriented research on learning and teaching specific content areas, transversal areas, and based on technology-rich environments. The fourth section is devoted to the research on social, affective, cultural and cognitive aspects of mathematics education. The fifth section includes two chapters summarizing the PME research on teacher training and professional life of mathematics teachers.
Author: Frank K. Lester
Publisher: IAP
ISBN: 160752709X
Category : Education
Languages : en
Pages : 1380
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Book Description
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
Author: Andrew Hacker
Publisher: New Press, The
ISBN: 1620970694
Category : Education
Languages : en
Pages : 257
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Book Description
A New York Times–bestselling author looks at mathematics education in America—when it’s worthwhile, and when it’s not. Why do we inflict a full menu of mathematics—algebra, geometry, trigonometry, even calculus—on all young Americans, regardless of their interests or aptitudes? While Andrew Hacker has been a professor of mathematics himself, and extols the glories of the subject, he also questions some widely held assumptions in this thought-provoking and practical-minded book. Does advanced math really broaden our minds? Is mastery of azimuths and asymptotes needed for success in most jobs? Should the entire Common Core syllabus be required of every student? Hacker worries that our nation’s current frenzied emphasis on STEM is diverting attention from other pursuits and even subverting the spirit of the country. Here, he shows how mandating math for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and understanding statistics. Expanding upon the author’s viral New York Times op-ed, The Math Myth is sure to spark a heated and needed national conversation—not just about mathematics but about the kind of people and society we want to be. “Hacker’s accessible arguments offer plenty to think about and should serve as a clarion call to students, parents, and educators who decry the one-size-fits-all approach to schooling.” —Publishers Weekly, starred review
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309074339
Category : Education
Languages : en
Pages : 633
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Book Description
How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education.
Author: Jinfa Cai
Publisher: Springer Science & Business Media
ISBN: 3642177352
Category : Education
Languages : en
Pages : 631
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Book Description
In this volume, the authors address the development of students’ algebraic thinking in the elementary and middle school grades from curricular, cognitive, and instructional perspectives. The volume is also international in nature, thus promoting a global dialogue on the topic of early Algebraization.
Author: Nicholas H. Wasserman
Publisher: Springer
ISBN: 3319992147
Category : Education
Languages : en
Pages : 465
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Book Description
Secondary mathematics teachers are frequently required to take a large number of mathematics courses – including advanced mathematics courses such as abstract algebra – as part of their initial teacher preparation program and/or their continuing professional development. The content areas of advanced and secondary mathematics are closely connected. Yet, despite this connection many secondary teachers insist that such advanced mathematics is unrelated to their future professional work in the classroom. This edited volume elaborates on some of the connections between abstract algebra and secondary mathematics, including why and in what ways they may be important for secondary teachers. Notably, the volume disseminates research findings about how secondary teachers engage with, and make sense of, abstract algebra ideas, both in general and in relation to their own teaching, as well as offers itself as a place to share practical ideas and resources for secondary mathematics teacher preparation and professional development. Contributors to the book are scholars who have both experience in the mathematical preparation of secondary teachers, especially in relation to abstract algebra, as well as those who have engaged in related educational research. The volume addresses some of the persistent issues in secondary mathematics teacher education in connection to advanced mathematics courses, as well as situates and conceptualizes different ways in which abstract algebra might be influential for teachers of algebra. Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers is a productive resource for mathematics teacher educators who teach capstone courses or content-focused methods courses, as well as for abstract algebra instructors interested in making connections to secondary mathematics.
