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Author: Bruce Lawrence Sherin
Publisher:
ISBN:
Category :
Languages : en
Pages : 764
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Book Description
Author: Bruce Lawrence Sherin
Publisher:
ISBN:
Category :
Languages : en
Pages : 764
Get Book Here
Book Description
Author: Tamer G. Amin
Publisher: Routledge
ISBN: 1315467119
Category : Education
Languages : en
Pages : 436
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Book Description
Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time. Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research. Arranged over five parts, the book covers a number of topics including: the nature of concepts and conceptual change representation, language, and discourse in conceptual change modeling, explanation, and argumentation in conceptual change metacognition and epistemology in conceptual change identity and conceptual change. Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.
Author: Stephen J. Hegedus
Publisher: Springer Science & Business Media
ISBN: 9400756968
Category : Education
Languages : en
Pages : 471
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Book Description
This volume provides essential guidance for transforming mathematics learning in schools through the use of innovative technology, pedagogy, and curriculum. It presents clear, rigorous evidence of the impact technology can have in improving students learning of important yet complex mathematical concepts -- and goes beyond a focus on technology alone to clearly explain how teacher professional development, pedagogy, curriculum, and student participation and identity each play an essential role in transforming mathematics classrooms with technology. Further, evidence of effectiveness is complemented by insightful case studies of how key factors lead to enhancing learning, including the contributions of design research, classroom discourse, and meaningful assessment. The volume organizes over 15 years of sustained research by multiple investigators in different states and countries who together developed an approach called "SimCalc" that radically transforms how Algebra and Calculus are taught. The SimCalc program engages students around simulated motions, such as races on a soccer field, and builds understanding using visual representations such as graphs, and familiar representations such as stories to help students to develop meaning for more abstract mathematical symbols. Further, the SimCalc program leverages classroom wireless networks to increase participation by all students in doing, talking about, and reflecting on mathematics. Unlike many technology programs, SimCalc research shows the benefits of balanced attention to curriculum, pedagogy, teacher professional development, assessment and technology -- and has proven effectiveness results at the scale of hundreds of schools and classrooms. Combining the findings of multiple investigators in one accessible volume reveals the depth and breadth of the research program, and engages readers interested in: * Engaging students in deeply learning the important concepts in mathematics * Designing innovative curriculum, software, and professional development · Effective uses of technology to improve mathematics education * Creating integrated systems of teaching that transform mathematics classrooms * Scaling up new pedagogies to hundreds of schools and classrooms * Conducting research that really matters for the future of mathematics learning * Engaging students in deeply learning the important concepts in mathematics * Designing innovative curriculum, software, and professional development · Effective uses of technology to improve mathematics education * Creating integrated systems of teaching that transform mathematics classrooms * Scaling up new pedagogies to hundreds of schools and classrooms * Conducting research that really matters for the future of mathematics learning
Author: Celia Hoyles
Publisher: Routledge
ISBN: 1135701067
Category : Education
Languages : en
Pages : 274
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Book Description
At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.
Author: David H. Jonassen
Publisher: Taylor & Francis
ISBN: 0805841458
Category : Education
Languages : en
Pages : 1195
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Book Description
This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.
Author: John K. Gilbert
Publisher: Taylor & Francis
ISBN: 9780415342292
Category : Education
Languages : en
Pages : 512
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Book Description
Udvalgte artikler fra 1985-2005, fordelt på 8 temaer: The relationship between science and science education ; Aims of the formal science curriculum and the needs of the students ; Science education in the formal curriculum ; Assessment in formal science education ; Teaching in science education ; Learning in science education ; The conceptual development of students in science education ; The professional development of science teachers
Author: Larry Nucci
Publisher: Psychology Press
ISBN: 1135676992
Category : Psychology
Languages : en
Pages : 273
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Book Description
This volume, which brings together eminent social scientists studying the interaction between culture, thought, and development, will be of interest to graduate students and scholars in cultural and developmental psychology, education, sociology and anth
Author: Burt C. Hopkins
Publisher: Indiana University Press
ISBN: 0253005272
Category : Philosophy
Languages : en
Pages : 593
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Book Description
Burt C. Hopkins presents the first in-depth study of the work of Edmund Husserl and Jacob Klein on the philosophical foundations of the logic of modern symbolic mathematics. Accounts of the philosophical origins of formalized concepts—especially mathematical concepts and the process of mathematical abstraction that generates them—have been paramount to the development of phenomenology. Both Husserl and Klein independently concluded that it is impossible to separate the historical origin of the thought that generates the basic concepts of mathematics from their philosophical meanings. Hopkins explores how Husserl and Klein arrived at their conclusion and its philosophical implications for the modern project of formalizing all knowledge.
Author: Emily Carson
Publisher: Springer Science & Business Media
ISBN: 9781402040399
Category : Mathematics
Languages : en
Pages : 356
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Book Description
Following developments in modern geometry, logic and physics, many scientists and philosophers in the modern era considered Kant’s theory of intuition to be obsolete. But this only represents one side of the story concerning Kant, intuition and twentieth century science. Several prominent mathematicians and physicists were convinced that the formal tools of modern logic, set theory and the axiomatic method are not sufficient for providing mathematics and physics with satisfactory foundations. All of Hilbert, Gödel, Poincaré, Weyl and Bohr thought that intuition was an indispensable element in describing the foundations of science. They had very different reasons for thinking this, and they had very different accounts of what they called intuition. But they had in common that their views of mathematics and physics were significantly influenced by their readings of Kant. In the present volume, various views of intuition and the axiomatic method are explored, beginning with Kant’s own approach. By way of these investigations, we hope to understand better the rationale behind Kant’s theory of intuition, as well as to grasp many facets of the relations between theories of intuition and the axiomatic method, dealing with both their strengths and limitations; in short, the volume covers logical and non-logical, historical and systematic issues in both mathematics and physics.
Author: M. Ferrari
Publisher: Springer Science & Business Media
ISBN: 3662048558
Category : Science
Languages : en
Pages : 239
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Book Description
Introduces the problem of the symbolic structure of physics, surveys the modern history of symbols, proceeds to an epistemological discussion of the role of symbols in our knowledge of nature, and addresses key issues related to the methodology of physics and the character of its symbolic structures.
