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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: 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: 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: Bharath Sriraman
Publisher: IAP
ISBN: 1607522187
Category : Mathematics
Languages : en
Pages : 502
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Book Description
The word "critical" in the title of this collection has three meanings, all of which are relevant. One meaning, as applied to a situation or problem, is "at a point of crisis". A second meaning is "expressing adverse or disapproving comments or judgments". A third is related to the verb "to critique", meaning "to analyze the merits and faults of". The authors contributing to this book pose challenging questions, from multiple perspectives, about the roles of mathematics in society and the implications for education. Traditional reasons for teaching mathematics include: preparing a new generation of mathematics researchers and a cadre of technically competent users of mathematics; training students to think logically; and because mathematics is as much part of cultural heritage as literature or music. These reasons remain valid, though open to critique, but a deeper analysis is required that recognizes the roles of mathematics in framing many aspects of contemporary society, that will connect mathematics education to the lived experiences of students, their communities, and society in general, and that acknowledges the global ethical responsibilities of mathematicians and mathematics educators. The book is organized in four sections (1) Mathematics education: For what and why? (2) Globalization and cultural diversity, (3) Mathematics, education, and society and (4) Social justice in, and through, mathematics education The chapters address fundamental issues such as the relevance of school mathematics in people's lives; creating a sense of agency for the field of mathematics education, and redefining the relationship between mathematics as discipline, mathematics as school subject and mathematics as part of people's lives.
Author: Julius Davis
Publisher: Routledge
ISBN: 1351356151
Category : Education
Languages : en
Pages : 309
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Book Description
Critical Race Theory in Mathematics Education brings together scholarship that uses critical race theory (CRT) to provide a comprehensive understanding of race, racism, social justice, and experiential knowledge of African Americans’ mathematics education. CRT has gained traction within the educational research sphere, and this book extends and applies this framework to chronicle the paths of mathematics educators who advance and use CRT. This edited collection brings together scholarship that addresses the racial challenges thrusted upon Black learners and the gatekeeping nature of the discipline of mathematics. Across the ten chapters, scholars expand the uses of CRT in mathematics education and share insights with stakeholders regarding the racialized experiences of mathematics students and educators. Collectively, the volume explains how researchers, practitioners, and policymakers can use CRT to examine issues of race, racism, and other forms of oppression in mathematics education for Black children and adults.
Author: Paul Ernest
Publisher: IAP
ISBN: 1681232618
Category : Education
Languages : en
Pages : 361
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Book Description
Mathematics is traditionally seen as the most neutral of disciplines, the furthest removed from the arguments and controversy of politics and social life. However, critical mathematics challenges these assumptions and actively attacks the idea that mathematics is pure, objective, and value?neutral. It argues that history, society, and politics have shaped mathematics—not only through its applications and uses but also through molding its concepts, methods, and even mathematical truth and proof, the very means of establishing truth. Critical mathematics education also attacks the neutrality of the teaching and learning of mathematics, showing how these are value?laden activities indissolubly linked to social and political life. Instead, it argues that the values of openness, dialogicality, criticality towards received opinion, empowerment of the learner, and social/political engagement and citizenship are necessary dimensions of the teaching and learning of mathematics, if it is to contribute towards democracy and social justice. This book draws together critical theoretic contributions on mathematics and mathematics education from leading researchers in the field. Recurring themes include: The natures of mathematics and critical mathematics education, issues of epistemology and ethics; Ideology, the hegemony of mathematics, ethnomathematics, and real?life education; Capitalism, globalization, politics, social class, habitus, citizenship and equity. The book demonstrates the links between these themes and the discipline of mathematics, and its critical teaching and learning. The outcome is a groundbreaking collection unified by a shared concern with critical perspectives of mathematics and education, and of the ways they impact on practice.
Author: Judit N. Moschkovich
Publisher: Information Age Pub Incorporated
ISBN: 9781617351594
Category : Education
Languages : en
Pages : 180
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Book Description
A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, Iowa State University Marketing description: Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutierrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues.
Author: Brian Greer
Publisher: Routledge
ISBN: 1135593337
Category : Education
Languages : en
Pages : 464
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Book Description
At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions.
Author: Erna Yackel
Publisher: Springer Science & Business Media
ISBN: 9048197295
Category : Education
Languages : en
Pages : 255
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Book Description
Our objective is to publish a book that lays out the theoretical constructs and research methodologies within mathematics education that have been developed by Paul Cobb and explains the process of their development. We propose to do so by including papers in which Cobb introduced new theoretical perspectives and methodologies into the literature, each preceded by a substantive accompanying introductory paper that explains the motivation/rationale for developing the new perspectives and/or methodologies and the processes through which they were developed, and Cobb’s own retrospective comments. In this way the book provides the reader with heretofore unpublished material that lays out in considerable detail the issues and problems that Cobb has confronted in his work, that, from his viewpoint, required theoretical and methodological shifts/advances and provides insight into how he has achieved the shifts/advances. The result will be a volume that, in addition to explaining Cobb’s contributions to the field of mathematics education, also provides the reader with insight into what is involved in developing an aggressive and evolving research program. When Cobb confronts problems and issues in his work that cannot be addressed using his existing theories and frameworks, he looks to other fields for theoretical inspiration. A critical feature of Cobb’s work is that in doing so, he consciously appropriates and adapts ideas from these other fields to the purpose of supporting processes of learning and teaching mathematics; He does not simply accept the goals or motives of those fields. As a result, Cobb reconceptualizes and reframes issues and concepts so that they result in new ways of investigating, exploring, and explaining phenomena that he encounters in the practical dimensions of his work, which include working in classrooms, with teachers, and with school systems. The effect is that the field of mathematics education is altered. Other researchers have found his "new ways of looking" useful to them. And they, in turn, adapt these ideas for their own use. The complexity of many of the ideas that Cobb has introduced into the field of mathematics education can lead to a multiplicity of interpretations by practitioners and by other researchers, based on their own experiential backgrounds. Therefore, by detailing the development of Cobb’s work, including the tensions involved in coming to grips with and reconciling apparently contrasting perspectives, the book will shed additional light on the processes of reconceptualization and thus help the reader to understand the reasons, mechanisms, and outcomes of researchers’ constant pursuit of new insights.
Author: Markku S. Hannula
Publisher: Springer
ISBN: 3030137619
Category : Education
Languages : en
Pages : 437
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Book Description
This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
Author: Anne Watson
Publisher: Springer Nature
ISBN: 3030641147
Category : Education
Languages : en
Pages : 220
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Book Description
This book investigates the process of care in mathematics teaching. The author proposes transformative educational spaces in which learning mathematics, rather than consisting of a repetitive grind of exercises and facts, can become a part of learner identity. This book describes examples of mathematics teachings in a wide range of contexts and pedagogies, coordinated to identify common features where care for mathematical learning and thinking is combined with care for learners. Along with detailing caring mathematics education practices in alternative spaces, the author demonstrates similar practices alive even with the current mainstream spaces of acquisition and performance. Care is integrated through listening, and developing responsive and trusting relationships. It will be of interest to scholars of mathematics education, as well as pre-service and in-service teachers and teacher educators.
