The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers' knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated form within Mathematics Pedagogical Content Knowledge. This study also demonstrated that Mathematics Pedagogical Procedural Knowledge might play a pivotal role in constructing Mathematics Pedagogical Content Knowledge. These findings are connected to results from relevant studies in terms of the significant role of teachers' knowledge in mathematics instruction.

For Biology GCSE and Science (Double Award) GCSE Higher tier Welsh language edition Create confident, literate and well-prepared students with skills-focused, topic-specific workbooks. Our Student Workbooks build students' understanding, developing the confidence and exam skills they need, whilst providing ready prepared lesson solutions. - Supplements key resources such as textbooks to adapt easily to existing schemes of work - Offers time-saving and economical lesson solutions for both specialist and non-specialist teachers - Provides flexible resource material to reinforce and apply topic understanding throughout the course, as classwork or extension tasks, or for revision - Creates opportunities for self-directed learning and assessment with answers to tasks and activities supplied online - Prepares students to meet the demands of the specification by practising exam technique and developing their literacy skills

This book is a guide to current research and debate in the field of literacies practice and education. It provides both an historical and lifespan view of the field as well as an overview of research methodologies with first-hand examples from a range of researchers involved in literacy research.

Reinforce and review pupils' knowledge throughout the Progress in Geography: Key Stage 3 course with this write-in Workbook. - Extend learning beyond lessons: every double-page spread in the Student Book has a corresponding Workbook page about the lesson content - Check and consolidate understanding: Workbook activities ensure that pupils have grasped the key concepts and skills in each lesson - Set meaningful homework tasks: the Workbook exercises are perfect for independent study, enabling students to continue learning at home

A rethinking of teaching methodology in history classrooms As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association.

This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless "cookbook" activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works. Capitalising on traditionally disparate areas of research, the book investigates how to make chemistry education more meaningful for both students and teachers. It provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. It draws on empirical evidence from research on teacher education, and illustrates concrete strategies and resources that can be used by teacher educators. The book describes the design and implementation of an innovative teacher education project to show the impact of an intervention on pre-service teachers. The book shows how, by making use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.

Encompassing feminism, masculinities and queer theory, and drawing on film, literature, language, creative writing and digital technologies, these essays, from scholars experienced in teaching gender theory in university English programmes, offer inventive and student-focused strategies for teaching gender in the twenty-first century classroom.

This book seeks to narrow the current gap between educational research and classroom practice in the teaching of physics. It makes a detailed analysis of research findings derived from experiments involving pupils, students and teachers in the field. Clear guidelines are laid down for the development and evaluation of sequences, drawing attention to "critical details" of the practice of teaching that may spell success or failure for the project. It is intended for researchers in science teaching, teacher trainers and teachers of physics.

Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is Whose interests are being served by current science education practices and policies?' The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.

Mathematics is a subject held in high esteem around the world, yet the teaching and learning of mathematics is rarely viewed as good enough and many find the subject difficult to comprehend, or engage with. In Manufacturing the Mathematical Child, Anna Llewellyn asks some difficult questions in order to determine why this is the case and to question who it is that we allow to succeed at mathematics, particularly within the context of neoliberalism, where education is a product of the market. By looking at the various sites of production, Llewellyn examines the ways that key discursive spaces produce very different expectations of what it means to do mathematics and demonstrates that these place various homogenised expectations upon children. Arguing that these are not natural, but instead a reproduction of discursive norms, the book demonstrates why some people fit these standardized ways of being and others do not. Using England as a case study and referring to other international contexts, Llewellyn argues that there is a functionality found within certain educational policy discourses, and a romantic attachment to the natural child found within educational research, neither of which can match what happens in the messy classroom. As a result, it becomes evident that exclusion from mathematics is inevitable for many children. Original and exciting, this book will be of great interest to academics, researchers and postgraduate students within the fields of mathematics education, childhood studies, policy studies, and Foucauldian or post-structural analysis.

The author captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms: code-switching, mediation, and transparency. She provides a sharp analysis and strong theoretical grounding, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings and offers a direct challenge to dominant research on communication in mathematics classrooms.

Feel confident in full coverage of the curriculum requirements with an atlas specially created to cover Social Studies, Geography and History. - Encourage awareness of the whole Caribbean region with a 44-page Caribbean section, containing detailed maps of all independent countries and major dependent territories from The Bahamas to Trinidad, and including Belize and Guyana. - Engage students in topical issues with a world mapping section, including features on world climate, the environment and population. - Introduce a solid foundation in geographical knowledge with world facts and figures for all nations. - Secure strong geographical skills with a feature on map reading and how to use an atlas. - Ensure ease-of-use with a 4-page index showing letter-figure grid references to place names found on the maps.

Make teaching and learning mathematics relevant and enjoyable with the best-known Primary mathematics series in the Caribbean updated and revised for the 21st Century by practising teachers, with a new focus on self-directed learning, problem-solving and raising standards. - Ensure all requirements of primary schools in all Caribbean territories from kindergarten to primary school exit examination level are covered. - Engage students and make maths more relevant with real-life situations used throughout the book, including the front cover, showing Mathematics in action. - Reinforce knowledge and encourage progression with Assessment Bank, available separately to compliment the topics covered in this series. - Encourage students to understand and build their own learning with all key skills and concepts clearly introduced in sequence, demonstrating links between mathematical strands and other curriculum subjects.

This open access book offers a host of theoretical knowledge at the basis of new EM&Ts (namely, Interactive Connected Smart Materials, Wearables (ICS), Nanomaterials, Advanced Growing Materials, and Experimental Wood-Based Materials), as communicated through the unique design teaching method developed within the context of the European Project DATEMATS, a result of the creative workshops held by the four higher education institutions that were partners in the project, stressing the pros and cons of the method and offering ideas for further development and improvement. The modern age requires its own innovations in regards to both social and industrial progress, innovations made possible by Emerging Materials and Technologies (EM&Ts). Frameworks for designing both with and for the new materials are presented, educating designers about the opportunities offered by EM&Ts and how to take advantage of them. At the same time, the book explains how the method developed through the knowledge generated at research centers and universities can be communicated to companies across various industries that stand to gain from it, linking the assorted stakeholders, and includes a final chapter based on feedback from both students and business professionals as to the benefits of academic/industrial cooperation.  This is an open access book.

Environmental education and education for sustainable development have become features of many countries' formal education systems. To date, however, there have been few attempts to explore what such learning looks and feels like from the perspective of the learners. Based on in-depth empirical studies in school and university classrooms, this book presents rich insights into the complexities and dynamics of students' environmental learning. The authors show how careful analysis of students' environmental learning experiences can provide powerful pointers for future practice, policy and research. Environmental Learning will be a key resource for educators, teacher educators, decision-makers and researchers involved in education and sustainable development.

This book features 66 papers from the 2nd International Colloquium of Art and Design Education Research, i-CADER 2015. It illustrates the wide range of opinions and interpretations, mediums and technologies, policies and methodologies in this field. The papers, which have been reviewed by 380 experts from around the world, underline the latest trans-disciplinary research in art and design education. Coverage examines organization and sustainable issues, including: creative processes, knowledge and experience, design industrial applications, sustainable design, visual communication and new media, art education research, cultural studies, teaching and learning implications on art, traditional knowledge, and new technologies for industries. In addition, the volume also explores innovative research trends in cross-disciplinary findings, combining methodology and theory. Overall, readers are provided with an insightful analysis of the latest research and advances in art and design education.

Current conceptions of teacher training reflect key issues in professional practices. Two prevailing views seem to be in conflict, the first is that a teacher ought to be able to act as an autonomous professional, trusted to have and apply subject knowledge, through the exercise of judgement. The second conception views the teacher more as a 'deliverer' of a specific curriculum, defined centrally in various government sponsored strategies. Much has been written on the development of 'the reflective practitioner' as crucial to the first conception, and a strong critique of 'the audit culture' in education has emerged. Currently we are at a significant moment in teacher education, - a 'lighter touch' KS3 curriculum and the instigation of new standards for the award of qualified teacher status (QTS). The QTS standards are important as they are set to form the basis of standards at all levels of teaching. This book examines in depth current education and suggests why and how teachers need to develop and exercise practical knowledge and understanding; how standards assessment alone cannot support this teacher 'formation'; and what good 'formation' might be. The nature of practical knowledge is analysed, using some concepts from the work of John Dewey, in two theoretical chapters (4 and 5). The current standards-based model of teacher training in England is predominantly instrumentalist in its application of 'technical rationality' and unsuited to the formation of teachers. However, the often invoked concept of the 'reflective practitioner' is underdetermined and a conception of reflection is needed to illuminate its contribution to the development of practical judgement. The book's argument applies more widely to the debate between 'deregulators' and 'professionalisers' in other spheres of economic and social activity. In asking specific questions about teacher education, questions about the aims of education within specific conditions are raised.

Educational equity and quality are not only research issues which cut across different disciplines but are major determinants of socio-economic and human development in both industrial and developing countries. The status and role of mathematics, a subject which has long enjoyed a privileged status in school curricula worldwide due to its perceived role in science and technology, render equity and quality in mathematics education at the heart of human development. This is reflected by governments' relatively large investments in improving the quality of mathematics education and extending it to marginalized and underprivileged groups.

The purpose of Toward Equity in Quality in Mathematics Education is four-fold. First, the book examines the constructs of equity and quality and their interdependence from different perspectives. Second, it develops a conceptual framework for studying and analyzing the two constructs. Third, it examines, consolidates, and re-structures the literature on equity and quality in mathematics education. Finally, using data from TIMSS 2003, the book investigates the within and across country impact of the different equity-related factors on mathematics achievement in a sample of countries representative of worldwide geographical and cultural regions.

Towards Equity in Quality in Mathematics Education uses a multi-dimensional conceptual framework to study and analyze issues in equity and quality. The framework consists of five perspectives hypothesized as determinants of equity in quality in mathematics education: Mathematical, societal, educational, ideological, and genetic. The framework can be thought of as a pyramid with mathematics as its base and the societal, educational, ideological, and genetic perspectives as its faces. Thus, each point within this pyramid represents a unique equity in quality situation i.e. with different coordinates with respect to mathematical, societal, educational, ideological, and genetic perspectives.

Towards Equity in Quality in Mathematics Education is useful for teachers and researchers in mathematics education.

Educators across content areas have turned to Classroom Strategies for Interactive Learning for almost two decades. This fully updated fourth edition delivers rich, practical, research-based strategies that readers have found invaluable in the context of today's classrooms. Doug has written all-new chapters that focus on the instructional shifts taking place as the Common Core State Standards are implemented across the United States. These introductory chapters will help you do the following: Understand the research base for comprehension strategies in content classrooms Learn how to tap into students' background knowledge to enhance comprehension of complex texts and build new knowledge Show learners how to question a text Teach reading and thinking through a disciplinary lens At the heart of this edition are more than forty classroom strategies, with variations and strategy indexes that identify the instructional focus of each strategy, pinpoint the text frames in play as students read and learn, and correlate students' comprehension processes across the phases of strategy implementation. In addition, each strategy is cross-referenced with the Common Core's reading, writing, speaking/listening, and language standards.

A Volume in International Perspectives on Mathematics Education - Cognition, Equity & SocietySeries Editor Bharath Sriraman, The University of Montana and Lyn English, Queensland University of TechnologyOver the past two decades, the theoretical interests of mathematics educators have changed substantially-as any brief look at the titles and abstracts ofarticles shows. Largely through the work of Paul Cobb and his various collaborators, mathematics educators came to be attuned to the intricaterelationship between individual and the social configuration of which she or he is part. That is, this body of work, running alongside more traditionalconstructivist and psychological approaches, showed that what happens at the collective level in a classroom both constrains and affords opportunitiesfor what individuals do (their practices). Increasingly, researchers focused on the mediational role of sociomathematical norms and how these emergedfrom the enacted lessons.A second major shift in mathematical theorizing occurred during the past decade: there is an increasing focus on the embodied and bodilymanifestation of mathematical knowing (e.g., Lakoff & N ez, 2000). Mathematics educators now working from this perspective have come to theirposition from quite different bodies of literatures: for some, linguistic concerns and mathematics as material praxis lay at the origin for their concerns;others came to their position through the literature on the situated nature of cognition; and yet another line of thinking emerged from the work onembodiment that Humberto Maturana and Francisco Varela advanced. Whatever the historical origins of their thinking, mathematics educators takingan embodiment perspective presuppose that it is of little use to think of mathematical knowing in terms of transcendental concepts somehow recordedin the brain, but rather, that we need to conceptual knowing as mediated by the human body, which, because of its senses, is at the origin of sense.One of the question seldom asked is how the two perspectives, one that focuses on the bodily, embodied nature of mathematical cognition and theother that focuses on its social nature, can be thought together. This edited volume situates itself at the intersection of theoretical and focal concerns ofboth of these lines of work. In all chapters, the current culture both at the classroom and at the societal level comes to be expressed and providesopportunities for expressing oneself in particular ways; and these expressions always are bodily expressions of body-minds. As a collective, thechapters focus on mathematical knowledge as an aspect or attribute of mathematical performance; that is, mathematical knowing is in the doing ratherthan attributable to some mental substrate structured in particular ways as conceived by conceptual change theorists or traditional cognitivepsychologists. The collection as a whole shows readers important aspects of mathematical cognition that are produced and observable at the interfacebetween the body (both human and those of inherently material] inscriptions) and culture. Drawing on cultural-historical activity theory, the editordevelops an integrative perspective that serves as a background to a narrative that runs through and pulls together the book into an integrated whole.

Technologic and virtual development is growing, creating an environment of online gaming that can be used as an effective and motivational instrument for math didactics in education. Simulation and Gaming for Mathematical Education: Epistemology and Teaching Strategies provides leading research on ways for various learning environments to be created referring to math didactics through redefinition and reassessment of teaching experiences. A defining collection of field advancements, this publication gradually leads readers through the steps of planning innovative strategies in math education.

Add rigor to your students' explorations of complex literature with this instructional guide that covers this heart-wrenching story set in a German concentration camp. This modern classic will engage both avid and reluctant readers as students learn to analyze the boys' growing friendship, their family relationships, and the dangers they unknowingly face. The challenging cross-curricular lessons and interesting activities work in conjunction with the text to teach students text-based vocabulary and research-based literacy skills through close reading. Text-dependent questions challenge students to analyze and comprehend story elements in multiple ways.