This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international settings. The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries. The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators' characteristics and beliefs, and on future mathematics teachers' individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.

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. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and expectations and enable them to evaluate effective strategies for their own contexts.

Exam Board: AQA Level: GCSE Subject: Maths First teaching: September 2015 First exams: June 2017 Revise smart and save! Designed for classroom and independent study, this Revision Guide includes a FREE online edition and complements the AQA GCSE Mathematics Student Book with a range of features: One-topic-per-page format helps you revise more quickly, without the hassle Exam-style worked examples match the new specification and demonstrate good exam technique 'Now try this' exam-style practice questions let you test your understanding of a topic Key formulae tell you exactly which formulae you need to learn for the exams Target indicator shows you exactly what level you're working at Problem solving support throughout including tricky questions on easy topics and strategies and techniques for answering harder questions Video worked solutions show you exactly how to answer tricky questions Complete coverage of the new specification including brand-new topics like functions and Venn diagrams Visual explanations of key concepts help you revise quickly and recall key skills in your exams With one-to-one page correspondence between this Guide and the companion Workbook, the hugely popular REVISE series offers the best value available for GCSE students.

This volume presents a set of studies that explore significant questions about mathematics teaching and learning, and illustrate new methodologies for the analysis of new questions about mathematics education. The data from the "Second International Mathematical Study" (SIMS) is the starting point for all of the material in this work. SIMS was one of the largest and most comprehensive data-collection effort on mathematics teaching and learning ever undertaken. Because of its scale, comparative cross-cultural perspective, conceptualization and design, its data offer an indispensable beginning point for the exploration of many of the fundamental questions that circle around mathematics teaching and learning, not only internationally, but in the United States as well.

Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book highlights the breadth of the work in K-16 mathematics education done by members of US departments of mathematical sciences. It contains contributions by mathematicians and mathematics educators who do work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethnomathematics, scholarship of teaching and learning, and mathematics education research. Contributors describe their work, its impact, and how it is perceived and valued. In addition, there is a chapter, co-authored by two mathematicians who have become administrators, on the challenges of supporting, evaluating, and rewarding work in mathematics education in departments of mathematical sciences. This book is intended to inform the readership of the breadth of the work and to encourage discussion of its value in the mathematical community. The writing is expository, not technical, and should be accessible and informative to a diverse audience. The primary readership includes all those in departments of mathematical sciences in two or four year colleges and universities, and their administrators, as well as graduate students. Researchers in education may also find topics of interest. Other potential readers include those doing work in mathematics education in schools of education, and teachers of secondary or middle school mathematics as well as those involved in their professional development.

A Volume in The Montana Mathematics Enthusiast: Monograph Series in Mathematics EducationSeries Editor Bharath Sriraman, The University of MontanaPaul Ernest's name is synonymous with social constructivism as a philosophy ofmathematics. His contributions to mathematics education have occurred at a veryfundamental level and to an extent shaped theory development in this field. Hisresearch addresses fundamental questions about the nature of mathematics and how itrelates to teaching, learning and society. For the last three decades Paul has been aprolific scholar who has published in a wide array of topics such as the relationshipbetween the philosophy of mathematics and mathematics education, and moregenerally the philosophy of mathematics education, ethics and values in mathematics education, and the philosophy ofresearch methodology.The title of this Festschrift is meant to be a pun to convey the sometimes relativistic dimension to mathematical certaintythat Paul argued for in developing his philosophy, and also a play on words for the fact that absolute "earnestness" mayperhaps be a Platonic construct, and not possible in the realm of language and human discourse Paul Ernest's scholarlyevolution and life can best be summarized in the words of Walt Whitman "Do I contradict myself? Very well then Icontradict myself" (I am large, I contain multitudes). Indeed his presence has beenlarge and multitudinous and this Festschrift celebrates his 65th Birthday withnumerous contributions coming from the mathematics, philosophy and mathematicseducation communities around the world.

This maths scheme is written specifically for Scotland to help implement the recommendations from Improving Mathematics Education 5-14. It provides an increasing pace of progression; end of level assessment; oral and mental calculation; integral homework; and support for planning.

A NEW EDITION OF THE ORIGINAL BESTSELLER 'Well-researched and provides positive solutions' Times Educational Supplement In The Elephant in the Classroom, Jo Boaler outlines what has gone wrong in mathematics education, identifying the problems facing children in classrooms today. How can children be prepared for the mathematics they will need in the future? They need to be taught to be quantitatively literate, to think flexibly and creatively and how to problem solve. Jo Boaler offers concrete solutions for parents and teachers that will revolutionise children's experience with maths. Along with practical teaching activities, strategies and questions that can transform a child's mathematical future, she shares a range of free and accessible online resources. 'Has attracted an enthusiastic and vocal fan club among mums, dads and professionals' Daily Telegraph

The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students' learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years.

Offering a proven, high-quality, step-by-step approach that builds students' confidence, these texts give students the rigorous practice they need to get better results in the two-tier exams. Clearly organised, easy-to-use and carefully structured main texts provide thorough preparation for students on either a 1-year or 2-year course with clear, student-friendly language used throughout Fully worked examples with explanatory notes and commentary followed by carefully graded exercises offer gradual progression Exam and exam-style questions, presented in non-calculator and calculator section reviews, give further opportunities to consolidate skills acquired over a number of chapters Further compilations of exam and exam-style questions, which reflect how the examiners will assess the new two-tier specifications are provided to give thorough preparation for the exams.

The Key Stage 2 Maths series covers mathematical technique for SATs and all other styles of mathematical test. This series of books is designed to be used in sequence from Workbook 1 onwards. The workbook series is complemented by a testbook that reinforce a child's mathematical technique and knowledge. Answers, Progress Charts and a Certificate of Achievement are included at the end of every book. All our materials have been rigorously classroom tested. The methodologies have been successfully used in AE Tuition classes for over 30 years.

A Volume in The Montana Mathematics Enthusiast: Monograph Series in Mathematics EducationSeries Editor Bharath Sriraman, The University of MontanaThe word "critical" in the title of this collection has three meanings, all of which are relevant. One meaning, as applied toa situation or problem, is "at a point of crisis." A second meaning is "expressing adverse or disapproving comments orjudgments." A third is related to the verb "to critique," meaning "to analyze the merits and faults of." The authorscontributing to this book pose challenging questions, from multiple perspectives, about the roles of mathematics insociety and the implications for education. Traditional reasons for teaching mathematics include: preparing a newgeneration of mathematics researchers and a cadre of technically competent users of mathematics; training students tothink logically; and because mathematics is as much part of cultural heritage as literature or music. These reasons remainvalid, though open to critique, but a deeper analysis is required that recognizes the roles of mathematics in framing manyaspects of contemporary society, that will connect mathematics education to the lived experiences of students, theircommunities, and society in general, and that acknowledges the global ethical responsibilities of mathematicians andmathematics 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 educationThe 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.

New Wave Mental Maths is a mental maths programme that aims to strengthen pupils' mental maths abilities - the essential skills that underpin all aspects of the maths curriculum and problem-solving situations. Each book provides daily practice of these skills, with more than enough questions for the entire school year. One of the most useful features of the series is that it ensures pupils meet all areas of the curriculum on a regular basis. This constant contact with the areas of study ensures that pupils are continually revising and consolidating essential maths concepts. * 40-week programme divided into a convenient Monday to Friday daily format, which is ideal for class use or for assigning nightly homework. * Aims to develop fluency in the basics of maths: emphasis is placed on daily computation/table practice to enhance speed and accuracy. * Core maths concepts are developed in each book and precise maths language is used in the questions. * Problem-solving in both pictorial and word format encourages pupils to practise problem-solving strategies mentally. * Strong assessment component is built in - the weekly Friday Review can be used to communicate progress with parents. * Enables pupil to practise and perfect problem-solving strategies using mental problems. * Core mathematical language presented using clear and simple wording. * Sequential developmental and consolidation of core maths concepts. * Can be used in conjunction with the main class maths programme. * Provides lots of opportunities for informal teaching and on-the-spot direct explanations.

This Complete Revision & Practice book is a superb all-in-one guide to CEM 11+ Maths! There are crystal-clear study notes and step-by-step examples for each question type -plus a huge helping of questions to help pupils practise what they've learned for each topic. We've also included mixed-topic tests and two super-realistic Maths practice papers, so pupils will know just what to expect on the big day. There's no better way to prepare! What's more, we've thrown in a free Online Edition that lets you read the entire book on a PC, Mac or tablet - you'll have access via 'My Online Products' on the CGP website from the moment you place your order. When the book arrives, just use the unique code printed inside the cover to gain full access.

Heinemann Active Maths' bright and lively Pupil Books have been designed to further consolidate children's learning through independent practice. They are closely linked to the Teacher Activity Cards and each Heinemann Active Maths outcome. Each Pupil Book contains: 'I can...' statements to encourage self-assessment. 'Rocket' questions to extend and challenge children's learning. Teacher Activity Card references so you know which card the Pupil Book pages link to. * This component forms part of the Second Level Beyond Number Starter Pack, but can be purchased individually.

This CGP Workbook (including answers) is packed with practice questions for Key Stage Three Maths. It's ideal for students working at a foundation level, with a huge range of skill-building questions for every topic and answers at the back. A matching KS3 Maths Study Guide is also available - see 9781841460406.

Study & Master Technology Grade 7-9 Study Guide is an invaluable tool to help you to pass Technology in the Senior Phase. This marvellous resource consolidates what you have learnt in the Intermediate Phase and provides you with: introductions to and further discussions of the various themes and topics relevant to Grade 7 to 9 Technology. It features fully worked out examples, answers to all exercises and examination papers to test yourself and an illustrated list of tools and their uses in technology an illustrated glossary of technology concepts to aid your understanding.

Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensive examination of the role of sociocultural-historical theory developed by Vygotsky. This book puts forward the supposition that the major assumptions of sociocultural-historic theory are essential to understanding the theory's application to mathematical pedagogy, which explores issues relevant to learning and teaching mathematics-in-context, thus providing a valuable practical tool for general mathematics education research. The most important goal, then, is to exemplify the merging of the theory with practice and the subsequent applications to mathematics teaching and learning. This monograph contains five chapters, including a primer to Vygotsky's sociocultural historic theory, three comprehensive empirical studies examining: prospective teachers' perception of mathematics teaching and learning and the practice of scaffolded instruction to assist practicing teachers in developing their understanding of pedagogical content knowledge. Finally, the book concludes with a contextualization of the theory, linking it to best practices in the classroom.

The revision of this well-respected text presents a balanced approach of the classical and Bayesian methods and now includes a chapter on simulation (including Markov chain Monte Carlo and the Bootstrap), coverage of residual analysis in linear models, and many examples using real data. Probability & Statistics, Fourth Edition, was written for a one- or two-semester probability and statistics course. This course is offered primarily at four-year institutions and taken mostly by sophomore and junior level students majoring in mathematics or statistics. Calculus is a prerequisite, and a familiarity with the concepts and elementary properties of vectors and matrices is a plus.