What are the Needs in Precollege Science, Mathematics, and Social Science Education? PDF Download
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Author: National Science Foundation (U.S.). Directorate for Science Education. Office of Program Integration
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 232
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Book Description
Author: National Science Foundation (U.S.). Directorate for Science Education. Office of Program Integration
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 232
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 238
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Author: Patricia E. Blosser
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 300
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Author: Douglas Grouws
Publisher: IAP
ISBN: 1607528746
Category : Mathematics
Languages : en
Pages : 784
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Book Description
Sponsored by the National Council of Teachers of Mathematics and written by leading experts in the field of mathematics education, the Handbook is specifically designed to make important, vital scholarship accessible to mathematics education professors, graduate students, educational researchers, staff development directors, curriculum supervisors, and teachers. The Handbook provides a framework for understanding the evolution of the mathematics education research field against the backdrop of well-established conceptual, historical, theoretical, and methodological perspectives. It is an indispensable working tool for everyone interested in pursuing research in mathematics education as the references for each of the Handbook's twenty-nine chapters are complete resources for both current and past work in that particular area.
Author: Arthur Woodward
Publisher: Routledge
ISBN: 1135830908
Category : Education
Languages : en
Pages : 172
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Book Description
Textbooks have been standard schoolroom fixtures for as long as most living citizens of this country can remember. Many turn-of-the-century students were introduced to reading through the moralistic McGuffey Readers and struggled through the rather drab and colorless pages of volumes on history, geography and civics. In contrast, today's textbooks contain not only narrative content accompanied by colorful photographs and graphics, but also section and chapter exercises that are extended through the use of worksheets and other materials. Moreover, the textbook and its related student materials are packaged together with teacher's editions and tests in grade-level sets that amount to content area programs rather than mere texts.
Author: Susan S. Stodolsky
Publisher: University of Chicago Press
ISBN: 9780226775111
Category : Education
Languages : en
Pages : 226
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Book Description
To achieve quality education in American schools, we need a better understanding of the way classroom instruction works. Susan S. Stodolsky addresses this need with her pioneering analysis of the interrelations between forms of instruction, levels of student involvement, and subject matter. Her intensive observation of fifth-grade math and social studies classes reveals that subject matter, a variable overlooked in recent research, has a profound effect on instructional practice. Stodolsky presents a challenge to educational research. She shows that classroom activities are coherent actions shaped by the instructional context—especially what is taught. Stodolsky contradicts the received view of both teaching and learning as uniform and consistent. Individual teachers arrange instruction very differently, depending on what they are teaching, and students respond to instruction very differently, depending on the structure and demands of the lesson. The instructional forms used in math classes, a "basic" subject, and social studies classes, an "enrichment" subject, differ even when the same teacher conducts both classes. Social studies classes show more diversity in activities, while math classes are very similar to one another. Greater variety is found in social studies within a given teacher's class and when different teachers' classes are compared. Nevertheless, in the classrooms Stodolsky studied, the range of instructional arrangements is very constricted. Challenging the "back to basics" movement, Stodolsky's study indicates that, regardless of subject matter, students are more responsive to instruction that requires a higher degree of intellectual complexity and performance, to learning situations that involve them in interaction with their peers, and to active modes of learning. Stodolsky also argues that students develop ideas about how to learn a school subject, such as math, by participating in particular activities tied to instruction in the subject. These conceptions about learning are unplanned but enduring and significant consequences of schooling. The Subject Matters has important implications for instructional practice and the training, education, and supervision of teachers. Here is a new way of understanding the dynamics of teaching and learning that will transform how we think about schools and how we study them.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 428
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Author: John F. Cawley
Publisher: Aspen Publishers
ISBN:
Category : Mathematics
Languages : en
Pages : 356
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Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 356
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Book Description
This first volume of a review prepared for the Cockcroft Committee of Inquiry into the Teaching of Mathematics in Schools in Great Britain, and its main conclusions were incorporated in their report, "Mathematics Counts." Its aim was to display the main outcomes of research relevant to the teaching and learning of mathematics. The introduction of this first volume was intended to highlight some of the main points of the review, as well as to put it into the context of questions currently of concern. The 14 chapters of the document synthesize the research on the following particular topics in mathematics education: (1) the mathematics curriculum; (2) background psychology; (3) stages of general intellectual development; (4) skills, concepts, and strategies; (5) the teaching of facts and skills; (6) understanding of concepts in specific topic areas; (7) teaching methods; (8) process aspects; (9) attitudes; (10) individual differences; (11) language; (12) evaluation and assessment; (13) calculators and computers; and (14) using research. A supplement has been added to take account of work published since the original review was compiled. (MNS)
Author: Arthur N. Applebee
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 544
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Book Description
