Lýsing:
MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context. Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates.
Annað
- Höfundur: Author
- Útgáfa:1
- Útgáfudagur: 2013-11-21
- Hægt að prenta út 10 bls.
- Hægt að afrita 10 bls.
- Format:ePub
- ISBN 13: 9781441103338
- Print ISBN: 9781441172358
- ISBN 10: 1441103333
Efnisyfirlit
- Cover
- Series
- Title
- Copyright
- Contents
- Notes on Contributors
- Series Editor’s Foreword
- Preface
- Part I ISSUES IN MATHEMATICS EDUCATION
- 1 What Is Mathematics, and Why Learn It?
- Introduction
- What is mathematics? Answers from the philosophy of mathematics
- Views of the purposes of mathematics teaching
- The relationship between philosophies, aims and classroom practices
- Conclusion
- 2 Learning and Knowing Mathematics
- Introduction
- Overview of theories of learning and knowing
- Constructivist research on learning and knowing mathematics
- Cultural–historical research on learning and knowing mathematics
- Sociological approaches to learning and knowing mathematics
- Conclusion
- Note
- 3 Improving Assessment in School Mathematicss
- Introduction
- Towards a didactical model for assessment design
- Formative assessment and classroom learning
- Interpretation in teachers’ assessments
- Quality and dependability in teachers’ summative assessments
- Conclusion
- 4 Integrating New Technologies into School Mathematics
- Introduction
- Studying integration into teaching of board technologies as a medium of classroom communication
- Studying integration into teaching of graphing technologies as a medium for heuristic mathematics
- Studying integration into teaching of a virtual learning environment as the mediator of whole-class activity
- Studying integration of dynamic geometry into personal and cultural frameworks for teaching
- Conclusion
- 5 Mathematics Textbooks and How They Are Used
- Introduction
- The mathematics textbook – curriculum material and artifact
- Mathematics textbooks and their use: artifacts and instruments
- Mathematics textbooks as artifacts
- Mathematics textbooks as instruments
- Conclusion
- 6 The Affective Domain
- Foreword
- Introduction
- A first phenomenological encounter with the affective domain – an attempt at an inventory
- An attitude-related theory
- Conclusion
- 7 Mathematics and Language
- Introduction
- Linguistic perspectives
- Discursive perspectives on mathematical cognition
- Socio-political perspectives
- The discourse of mathematics education research
- Conclusion
- 8 Mathematics Teacher Knowledge
- Introduction
- Lee Shulman
- Deborah Ball
- Mathematical knowledge for teaching
- The Knowledge Quartet
- Conclusion
- 1 What Is Mathematics, and Why Learn It?
- 9 Proof
- Introduction
- A classroom episode as a context to introduce the focal issues
- Discussion of the core readings
- Conclusion
- 10 Mathematical Problem Solving
- Introduction
- What is a mathematical problem?
- Types of problems
- Scientific views on problem solving
- Phases and components of problem solving
- Instructional methods that promote problem solving
- Problem solving as a vehicle for learning mathematics
- Conclusion
- 11 Algebra
- Introduction
- Exploring the meaning of approach: Approaches to school algebra
- Substantive structures in mathematics and the curriculum
- Different ways of thinking about equations in two variables: The curricular challenge of multiple substantive structures
- Processes on Objects: One way to characterize choices made about substantive structures in school curriculum
- Operations on functions: One way to understand school algebra
- A second way to describe approaches to school algebra: Approaches and instructional situations
- Conclusion
- 12 Arithmetic
- Introduction
- The role of counting
- Using imagery
- Written methods for addition and subtraction
- Multiplicative reasoning
- Foundations of multiplicative reasoning
- Conclusion
- 13 Geometry
- Introduction
- Spatial visualization in geometry
- The learning of basic geometric concepts
- The van Hiele model of students’ geometrical reasoning
- Conclusion
- 14 Probability
- Introduction
- Why is probability hard?
- The ChanceMaker study
- Conclusion
- 15 European Mathematics Curricula and Classroom Practices
- Introduction
- A socio-historical commentary of education in England, France, Germany and Russia
- Mathematics teaching in England and Germany
- Textbooks and the teaching of angle in England, France and Germany
- Teacher–pupil interactions in the mathematics classrooms of Russia and England
- The intersection of mathematics curricula and teaching in Flanders and Hungary
- Conclusion
- 16 Teaching and Learning Mathematics in Chinese Culture
- Introduction
- ‘Chinese-ness’ – characteristics of the Chinese learner
- Effective mathematics teaching in the eyes of Chinese teachers
- The role of practice: Repetitive learning versus learning by rote
- A typical Chinese mathematics lesson
- Bridging the gap between basic skills and higher-order abilities
- The spiral bianshi mathematics curriculum
- Conclusion
- Acknowledgement
- Note
- 17 Classroom Culture and Mathematics Learning
- Introduction
- The constitutive role of classroom interaction
- Negotiation of mathematical meanings in inquiry classrooms
- Unequal negotiation of meanings?
- The problem of recontextualization
- Researching hidden dimensions
- Conclusion
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- Gerð : 208
- Höfundur : 10075
- Útgáfuár : 2013
- Leyfi : 379