"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, andengages 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"

"

Within public schools in the United States, students of color are truncating their music education experiences at higher rates than their white counterparts. Music educators have searched for explanations of this phenomenon as well as effective interventions, yet there has been little overall improvement of these statistics. Ruth Gurgel presents and analyzes the perspectives of eight students and their teacher in a pluralistic 7th grade choir classroom at Clark Middle School, located in a large Midwestern urban school district. Through the eyes of the students, music teachers gain insight into the complexity of the engagement cycle as well as interventions that increase and maintain deep engagement. Ruth Gurgel looks at the intersection of instruction, relationships, and music in the classroom, highlighting how each component affects students. Taught by the Students provides an analysis of music education through the lens of Culturally Relevant Pedagogy, connecting this body of literature to Ruth Gurgel's research in the music classroom at Clark Middle School.

This collection gathers contributions from scholars from Poland and abroad addressing different facets of research into the processes of foreign-language and second-language learning and teaching as they transpire in a typical language classroom. The book is divided into three parts, which address in turn: research directions and methodology, the findings of empirical research, and links between theoretical considerations and classroom practice. Accordingly, the first part includes papers that examine the role of different research paradigms, put forward concrete research proposals, present innovative data gathering tools or assess the role of such instruments in language teaching. The second part includes reports on original research studies focusing e.g. on teachers' beliefs, the role of lexis and pragmatics, the application of modern technologies, the teaching and assessment of primary school children, and the development of social skills from a cross-cultural perspective. Finally, the third part of the book demonstrates how theory-driven approaches can enhance the effectiveness of instructed second language acquisition.

Art can be used in education to assist in engagement, comprehension, and literacy. For years, comics and graphic novels have been written off as simple sources of entertainment. However, comics and graphic novels have tremendous value when utilized in the classroom as unique texts that can be approached philosophically and cognitively. Exploring Comics and Graphic Novels in the Classroom highlights voices from a number of disciplines in education, showcasing research and practice using both popular and lesser-known examples of comics across time in terms of publishing history and across geographic contexts. It explores comics from multiple viewpoints to share the efficacy of these texts in descriptive, narrative, and empirical ways. Covering topics such as intersectional identity representation, sequential visual art, and critical analysis, this premier reference source is a dynamic resource for educational administrators, teacher educators, preservice teachers, faculty of both K-12 and higher education, librarians, teaching artists, researchers, and academicians.

This book is dedicated to preparing prospective college students for the study of mathematics. It can be used at the end of high school or during the first year of college, for personal study or for introductory courses. It aims to set a meeting between two relatives who rarely speak to each other: the Mathematics of Beauty, which shows up in some popular books and films, and the Mathematics of Toil, which is widely known. Toil can be overcome through an appropriate method of work. Beauty will be found in the achievement of a way of thinking. The first part concerns the mathematical language: the expressions "for all", "there exists", "implies", "is false", ...; what is a proof by contradiction; how to use indices, sums, induction. The second part tackles specific difficulties: to study a definition, to understand an idea and apply it, to fix a slightly wrong argument, to discuss suggestions, to explain a proof. The third part presents customary techniques and points of view in college mathematics. The reader can choose one of three difficulty levels (A, B, C).

The Palgrave Handbook of Race and the Arts in Education is the first edited volume to examine how race operates in and through the arts in education. Until now, no single source has brought together such an expansive and interdisciplinary collection in exploration of the ways in which music, visual art, theater, dance, and popular culture intertwine with racist ideologies and race-making. Drawing on Critical Race Theory, contributing authors bring an international perspective to questions of racism and anti-racist interventions in the arts in education. The book's introduction provides a guiding framework for understanding the arts as white property in schools, museums, and informal education spaces. Each section is organized thematically around historical, discursive, empirical, and personal dimensions of the arts in education. This handbook is essential reading for students, educators, artists, and researchers across the fields of visual and performing arts education, educational foundations, multicultural education, and curriculum and instruction.

This book presents, for the first time in English, the state of the art of Mathematics Education research in Brazil, a country that has the strongest community in this field in Latin America. Edited by leading researchers in the area, the volume provides the international academic community a summary of the scientific production of the thirteen working groups of the Brazilian Society of Mathematics Education (SBEM), the national scientific society that brings together researchers, teachers, students and other professionals of the area. These working groups meet every three years at the International Seminar of Mathematics Education (SIPEM) and cover the following topics: Mathematics Education in the Early Years and Primary Education (Y1-Y5); Mathematics Education in the Middle School (Y6-Y9); Mathematics Education in the High School (Y10-Y12); Mathematics Education at the University level; History of Mathematics, Culture and Mathematics Education; Digital Technologies and Distance Education; Teacher Education; Assessment and Mathematics Education; Cognitive and Linguistic Processes in Mathematics Education; Mathematical Modeling; Philosophy of Mathematics Education, Teaching Probability and Statistics; and Difference, Inclusion and Mathematics Education. Each chapter of the book presents an overview of the production of a working group and they are all preceded by an introduction by professor Ubiratan D'Ambrosio, one of the pioneers of Mathematics Education in Brazil.

This book provides new insights into the relationship of the field of arts and cultural management and cultural rights on a global scale. Globalisation and internationalisation have facilitated new forms for exchange between individuals, professions, groups, localities and nations in arts and cultural management. Such exchanges take place through the devising, programming, exhibition, staging, marketing, and administration of project activities. They also take place through teaching and learning within higher education and cultural institutions, which are now internationalised practices themselves. With a focus on the fine, visual and performing arts, the book positions arts and cultural management educators and practitioners as active agents whose decisions, actions and interactions represent how we, as a society, approach, relate to, and understand ourselves and others. This consideration of education and practice as socialisation processes with global, political and social implications will be an invaluable resource to academics, practitioners and students engaging in arts and cultural management, cultural policy, cultural sociology, global and postcolonial studies.

The Western world often fears many aspects of Islam, without the knowledge to move forward. On the other hand, there are sustained and complex debates within Islam about how to live in the modern world with faith. Alison Scott-Baumann and Sariya Contractor-Cheruvallil here propose solutions to both dilemmas, with a particular emphasis on the role of women. Challenging existing beliefs about Islam in Britain, this book offers a paradigm shift based on research conducted over 15 years. The educational needs within several groups of British Muslims were explored, resulting in the need to offer critical analysis of the provision for the study of classical Islamic Theology in Britain. Islamic Education in Britain responds to the dissatisfaction among many young Muslim men and women with the theological/secular split, and their desire for courses that provide combinations of these two strands of their lived experience as Muslim British citizens. Grounded in empirical research, the authors reach beyond the meta-narratives of secularization and orientalism to demonstrate the importance of the teaching and learning of classical Islamic studies for the promotion of reasoned dialogue, interfaith and intercultural understanding in pluralist British society.

This volume focuses specifically on narrative inquiry as a means to interrogate research questions in music education, offering music education researchers indispensible information on the use of qualitative research methods, particularly narrative, as appropriate and acceptable means of conducting and reporting research.

This anthology of narrative research work in the fields of music and education builds on and supports the work presented in the editors' first volume in "Narrative Inquiry in Music Education: Troubling Certainty" (Barrett & Stauffer, 2009, Springer). The first volume provides a context for undertaking narrative inquiry in music education, as well as exemplars of narrative inquiry in music education and commentary from key international voices in the fields of narrative inquiry and music education respectively.

"

The past decade saw heightened policy activism in the field of reading at both the federal level and across virtually all 50 states. Initially sparked by disagreements about methods for teaching children to read, the so-called "reading wars" stirred heated debates on a variety of issues: levels and trends of reading achievement, pedagogy, standards and assessment, and education equity, among others. Embedded within these debates were the political agendas of state executives and legislatures, the interests of advocacy groups, and the ideologies of reading professionals, which were collectively shaping state reading policy development. Drawing primarily on interviews with 366 policy actors from nine states, this book presents a comprehensive investigation of the state reading policy domain employing multiple theoretical frameworks and research methods. Using social network analysis, the authors examined the interplay among a plethora of policy actors embedded in reading policy networks. They explored in depth policy actors' divergent beliefs on key reading-related issues, the causal stories told, and the policy solutions proposed. In addition, they examined the variety of lobbying tactics that interest groups utilized to gain influence over the policymaking process and to advance their policy agenda. As the most significant research endeavor in the area of state reading policy to date, this cross-state comparative study sheds light on the multifaceted nature and the intricacies of the policy processes in reading, and in education in general. The findings of this study bear important implications for both policy actors and education professionals. This study also makes a substantial contribution to policy research in education by demonstrating how theoretical frameworks and analytic methods that have not been fully utilized in education could serve as powerful tools for exploring educational policy processes.

This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies. Continuing the discussion as begun in the two 2003 ZDM issues dedicated to qualitative empirical methods, this book presents a state of the art overview on qualitative research in mathematics education and beyond. The unique two-part structure of the chapters allows the reader to use the book as an actual guide for the selection of an appropriate methodology, on a basis of both theoretical depth and practical implications. The methods and examples illustrate how different methodologies come to life when applied to a specific question in a specific context. Many of the methodologies described are also applicable outside mathematics education, but the examples provided are chosen so as to situate the approach in a mathematical context.

Today's public schools represent greater student diversity than ever before in the history of the United States, yet pedagogical approaches as mandated by state education agencies and school districts superimpose mainstream curricula and instructional practices which ultimately disadvantage the academic outcomes of the majority minority: African American and Hispanic/Latino(a) students. Unfortunately, national report findings also heighten the educational crisis that exists for Black and Brown children with regard to reading and writing achievement. As a result, there is need to deeply explore the relationship between Black and Brown student literacy achievement and educational policy, teacher education program, curriculum, and assessment. This book seeks to provide some practical insights guided by conceptual and contextual knowledge by understanding how to teach urban African American and Hispanic/Latino(a) students by discussing culturally appropriate instructional strategies that have demonstrated success among African American and Hispanic/Latino(a) students. This book will showcase successful models for teaching literacy to urban student through a discussion of topics that include: (1) increasing literacy achievement and motivation, (2) multicultural literacy practices, and (3) early and elementary literacy instruction.

This book is ideal for the thousands of teachers who entered the profession in the last ten years and taught prescribed curriculum geared toward end of year bubble testing. Its intent is to empower districts and their teachers to create their own (free!) curriculum that will exceed the expectations of Common Core assessments, as well as create life-long learners that are college and career ready. By employing inquiry based units of study that insist on the use of iconic literature at the center, students will be more prepared for what awaits them with Common Core exams.

This book brings together various studies that assume phenomenology to analyze how mathematics education is affected by the experience of being in the cyberspace. The authors of the chapters included in this contributed volume work with the theoretical framework developed by authors such as Edmund Husserl, Martin Heidegger and Maurice Merleau-Ponty to investigate how mathematics is produced and comprehended in a new way of being in the world, with digital technologies. The aim of this book is not to explain the tools used and how one works with them in the cyberspace, aiming at better teaching and learning mathematics. Its purpose is to present philosophical investigations that contribute to the understanding of the complexity of the world in which we are being researchers and mathematics teachers. By doing so, Constitution and Production of Mathematics in the Cyberspace - A Phenomenological Approach will help researchers and mathematics teachers understand their role in a world in which the experience of teaching and learning mathematics is being radically changed by new technologies and new ways of being in this world.

A Conflict of Paradigms provides a historical analysis of literary education following the trend of radical pedagogy introduced in the 1980s. Rebecca K. Webb thoroughly sets the ground for debate by focusing equally on the advocates of radical pedagogy and the setbacks encountered in practice. Higher education has encountered a crisis as the humanitarian ideology of a liberal education conflicts with the corporatization of the University. Presenting theory with great clarity, Webb fully addresses many problems and contradictions faced in today's classroom, including the emphasis on teaching skills related to the professional world rather than critical thinking and the institutionalization of Romantic individualism in the humanities curriculum. Thorough and controversial, A Conflict of Paradigms is essential reading for educators and students of education, cultural studies, and English literature.

This illustrated handbook on teaching young children to draw has been developed using what the authors call the "negotiated drawing approach." It presents this approach to teachers, demonstrating how it works, ideas for future work, and concrete evidence that it actually produces good results.

Within public schools in the United States, students of color are truncating their music education experiences at higher rates than their white counterparts. Music educators have searched for explanations of this phenomenon as well as effective interventions, yet there has been little overall improvement of these statistics. Ruth Gurgel presents and analyzes the perspectives of eight students and their teacher in a pluralistic 7th grade choir classroom at Clark Middle School, located in a large Midwestern urban school district. Through the eyes of the students, music teachers gain insight into the complexity of the engagement cycle as well as interventions that increase and maintain deep engagement. Ruth Gurgel looks at the intersection of instruction, relationships, and music in the classroom, highlighting how each component affects students. Taught by the Students provides an analysis of music education through the lens of Culturally Relevant Pedagogy, connecting this body of literature to Ruth Gurgel's research in the music classroom at Clark Middle School.

Across our nation, many within our educational system complain that America's children cannot write well. Hatfield and Young assert that the problem lies at the foundation of our pedagogy for writing, that most elementary writing curricula lack rudimentary instruction at the sentence level. The authors introduce a sentence-level writing intervention that explicitly defines the elements found in great sentences. This intervention forms the foundational framework for writing skills acquisition, helping teachers, students, and writers of all ages to understand how to craft well-written sentences and paragraphs. Research supports that the most effective instruction is skills-based and multisensory; therefore, Hatfield and Young also introduce a cognitively differentiated writing model, which uses arts-integrated instruction to enhance learning and memory for other content areas. This writing model is based on best practice and this sentence-level intervention serves as a precursor for mastering the new writing standards for CCSS. It offers novice writers a precise blueprint for what successful writing looks like and clearly defines the elusive sentence.

This volume systematically applies the accumulated knowledge of developmental psycholinguistics to the field of language instruction. The first part of the book draws together a wide range of theoretical material from developmental psycholinguistics. Furthermore, suggestions are made of how psycholinguistically based material can be graded in the various years of elementary school. The second part presents practical applications, maps out experimentation done in elementary schools, and analyzes the results obtained from a series of interviews and language tests. In closing, a summary is made of the volume's central topics relating to developmental psycholinguistic theory and teaching techniques.

Die rol van 'n onderwyser is fundamenteel tot die verwerwing van die nodige wiskundige vaardighede en kennis wat deel uitmaak van die kind se vroee en verdere ontwikkeling. Vanaf die jaar voor toetrede tot formele skoolopleiding (Graad R) tot die einde van die Grondslagfase (Graad 3), dra onderwysers by tot die belangrikste leersiklus en le hulle leerders se grondslag vir die res van hul skoolloopbaan. Wiskunde-onderrig in die Grondslagfase bied kritieke insig tot die basiese beginsels wat internasionaal sowel as nasionaal toegepas word, met 'n indiepte-bespreking van die onderliggende konsepte en teoriee aangaande wiskunde-onderrig aan jong leerders. Die konsepte afrikanisering van die kurrikulum en etnowiskunde word ook bespreek. Die temas wat in die boek aangespreek word, is gebaseer op die KABV-dokumente wat deur die Departement van Basiese Onderwys in 2012 uitgereik is en omsluit die fisiese, sosiale en konseptuele kennis wat leerders moet verwerf en op voortbou om sodoende hul wiskundige vaardighede vir die toekoms te ontwikkel. Wiskunde-onderrig in die Grondslagfase is 'n onontbeerlike handleiding vir beginneronderwysers en studente vir die inrig van hul klaskamers, die beplanning van lesse vir die suksesvolle verkryging van wiskunde kennis en vaardighede, asook om wiskunde met selfvertroue te onderrig. Hierdie boek sal ook aan ouers toon wat van hulle kinders in die wiskunde klas verwag word.

This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels.

The content tackles the conceptual and linguistic difficulties of learning biology at each level macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today s world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age."

A collection of 150 unique games and activities to help support your teaching of phonics in the primary classroom. Following on from the success of their first gem 'Games, Ideas and Activities for Early Years Phonics', Gill Coulson and Lynn Cousins have written a companion gem 'Games, Ideas and Activities for Primary Phonics', introducing more advanced activities and offering a natural progression from the basic sounds introduced in the first book. The 150 activities in this new book will apply to children throughout the Foundation Year and Key Stage 1, but are equally useful for children who have moved into Key Stage 2 but are not yet confident with spelling and still need to reinforce their skills. As with the first book, the ideas provided are not fully-developed lesson plans, but provide a wealth of ready-made lesson ideas to supplement and support your teaching of phonics. Designed with busy teachers in mind, the Classroom Gems series draws together an extensive selection of practical, tried-and-tested, off-the-shelf ideas, games and activities guaranteed to transform any lesson or classroom in an instant. Easily navigable, allowing you to choose the right activity quickly and easily, these invaluable resources are guaranteed to save you time and are a must-have tool to plan, prepare and deliver first-rate lessons.