|
Showing 1 - 25 of
32 matches in All Departments
A critical overview of the current debate and topical thinking on
international comparative investigations in mathematics education.
The contributors are all major figures in international comparisons
in mathematics. The book highlights strengths and weaknesses in
various systems worldwide, allowing teachers, researchers and
academics to compare and contrast different approaches. A
significant contribution to the international debate on standards
in mathematics.
This text provides a critical overview of current thinking about
equity issues in the teaching and learning of mathematics. Grounded
in feminist theories of curriculum change and a broad range of
cultural perspectives, the new approaches described here go beyond
"special programmes" and "experimental treatments" designed to
correct perceived problems and deficits. Instead they establish how
improved instructional practices and a fuller understanding of the
nature of the mathematical enterprise can overcome the systemic
obstacles that have thwarted women's participation in this
important field.; This book will appeal to all those who are
interested in the mathematical education of women, including
teachers, parents, administrators and researchers.
A critical overview of the current debate and topical thinking on
international comparative investigations in mathematics education.
The contributors are all major figures in international comparisons
in mathematics. The book highlights strengths and weaknesses in
various systems worldwide, allowing teachers, researchers and
academics to compare and contrast different approaches. A
significant contribution to the international debate on standards
in mathematics.
This text provides a critical overview of current thinking about
equity issues in the teaching and learning of mathematics. Grounded
in feminist theories of curriculum change and a broad range of
cultural perspectives, the new approaches described here go beyond
"special programmes" and "experimental treatments" designed to
correct perceived problems and deficits. Instead they establish how
improved instructional practices and a fuller understanding of the
nature of the mathematical enterprise can overcome the systemic
obstacles that have thwarted women's participation in this
important field.; This book will appeal to all those who are
interested in the mathematical education of women, including
teachers, parents, administrators and researchers.
The purpose of this Open Access compendium, written by experienced
researchers in mathematics education, is to serve as a resource for
early career researchers in furthering their knowledge of the state
of the field and disseminating their research through publishing.
To accomplish this, the book is split into four sections: Empirical
Methods, Important Mathematics Education Themes, Academic Writing
and Academic Publishing, and a section Looking Ahead. The chapters
are based on workshops that were presented in the Early Career
Researcher Day at the 13th International Congress on Mathematical
Education (ICME-13). The combination of presentations on
methodological approaches and theoretical perspectives shaping the
field in mathematics education research, as well as the strong
emphasis on academic writing and publishing, offered strong insight
into the theoretical and empirical bases of research in mathematics
education for early career researchers in this field. Based on
these presentations, the book provides a state-of-the-art overview
of important theories from mathematics education and the broad
variety of empirical approaches currently widely used in
mathematics education research. This compendium supports early
career researchers in selecting adequate theoretical approaches and
adopting the most appropriate methodological approaches for their
own research. Furthermore, it helps early career researchers in
mathematics education to avoid common pitfalls and problems while
writing up their research and it provides them with an overview of
the most important journals for research in mathematics education,
helping them to select the right venue for publishing and
disseminating their work.
Christopher Alexander is a Vienna-born, British-American architect
and theorist and the father of the pattern language movement,
popularised in his pivotal 1968 book, A Pattern Language, with Sara
Ishikawa and Murray Silverstein, as well as the 1979 follow-up, The
Timeless Way of Building. Lesser known but as essential to
understanding Alexander's work is his theory of 'systems generating
systems' which explains that systems as a whole are created by
'generating systems', and, if we wish to make things which function
as 'wholes', we shall have to invent generating systems to create
them. Taking the Eishin Campus outside Tokyo, built between 1983
and 1989, as its example, Shifting Patterns is the first book to
examine Alexander's theory of 'systems generating systems' and its
application to a building design. It brings together essays from an
interdisciplinary, international cast of experts, including Eva
Guttmann, Gabriele Kaiser, Ernst Beneder, Walter Ruprechter, Hisae
Hosoi, Christian Kuhn, Ida Pristinger, and Norihito Nakatani, as
well as conversations with Hajo Neis and Takaharu Tezuka to
investigate the application of this theory to the school and
university complex, the largest project Alexander has realised
based on pattern language. Among the issues discussed are
topicality, interdisciplinary and internationality, and culture
transfer. The essays also look at the design-build movement as an
antithesis to today's standardised and commerce-driven
architectural production.
This book documents ongoing research and theorizing in the
sub-field of mathematics education devoted to the teaching and
learning of mathematical modelling and applications. Mathematical
modelling provides a way of conceiving and resolving problems in
people's everyday lives as well as sophisticated new problems for
society at large. Mathematical tradition in China that emphasizes
algorithm and computation has now seen a renaissance in
mathematical modelling and applications where China has made
significant progress with its economy, science and technology. In
recent decades, teaching and learning of mathematical modelling as
well as contests in mathematical modelling have been flourishing at
different levels of education in China. Today, teachers and
researchers in China become keener to learn from their colleagues
from Western countries and other parts of the world in research and
teaching of mathematical modelling and applications. The book
provides a dialogue and communication between colleagues from
across the globe with new impetus and resources for mathematical
modelling education and its research in both West and East with new
ideas on modelling teaching and practices, inside and outside
classrooms. All authors of this book are members of the
International Community of Teachers of Mathematical Modelling and
Applications (ICTMA), the peak research body into researching the
teaching, assessing and learning of mathematical modelling at all
levels of education from the early years to tertiary education as
well as in the workplace. The book is of interest to researchers,
mathematics educators, teacher educators, education administrators,
policy writers, curriculum developers, professional developers,
in-service teachers and pre-service teachers including those
interested in mathematical literacy.
This volume documents on-going research and theorising in the
sub-field of mathematics education devoted to the teaching and
learning of mathematical modelling and applications. Mathematical
modelling provides a way of conceiving and resolving problems in
people's everyday lives as well as sophisticated new problems for
society at large. Mathematical modelling and real world
applications are considered as having potential for cultivating
sense making in classroom settings. This book focuses on the
educational perspective, researching the complexities encountered
in effective teaching and learning of real world modelling and
applications for sense making is only beginning. All authors of
this volume are members of the International Community of Teachers
of Mathematical Modelling (ICTMA), the peak research body into
researching the teaching and learning of mathematical modelling at
all levels of education from the early years to tertiary education
as well as in the workplace.
This book documents ongoing research and theorizing in the
sub-field of mathematics education devoted to the teaching and
learning of mathematical modelling and applications. Mathematical
modelling provides a way of conceiving and resolving problems in
people's everyday lives as well as sophisticated new problems for
society at large. Mathematical tradition in China that emphasizes
algorithm and computation has now seen a renaissance in
mathematical modelling and applications where China has made
significant progress with its economy, science and technology. In
recent decades, teaching and learning of mathematical modelling as
well as contests in mathematical modelling have been flourishing at
different levels of education in China. Today, teachers and
researchers in China become keener to learn from their colleagues
from Western countries and other parts of the world in research and
teaching of mathematical modelling and applications. The book
provides a dialogue and communication between colleagues from
across the globe with new impetus and resources for mathematical
modelling education and its research in both West and East with new
ideas on modelling teaching and practices, inside and outside
classrooms. All authors of this book are members of the
International Community of Teachers of Mathematical Modelling and
Applications (ICTMA), the peak research body into researching the
teaching, assessing and learning of mathematical modelling at all
levels of education from the early years to tertiary education as
well as in the workplace. The book is of interest to researchers,
mathematics educators, teacher educators, education administrators,
policy writers, curriculum developers, professional developers,
in-service teachers and pre-service teachers including those
interested in mathematical literacy.
The book presents the Invited Lectures given at 13th International
Congress on Mathematical Education (ICME-13). ICME-13 took place
from 24th- 31st July 2016 at the University of Hamburg in Hamburg
(Germany). The congress was hosted by the Society of Didactics of
Mathematics (Gesellschaft fur Didaktik der Mathematik - GDM) and
took place under the auspices of the International Commission on
Mathematical Instruction (ICMI). ICME-13 - the biggest ICME so far
- brought together about 3500 mathematics educators from 105
countries, additionally 250 teachers from German speaking countries
met for specific activities. The scholars came together to share
their work on the improvement of mathematics education at all
educational levels.. The papers present the work of prominent
mathematics educators from all over the globe and give insight into
the current discussion in mathematics education. The Invited
Lectures cover a wide spectrum of topics, themes and issues and aim
to give direction to future research towards educational
improvement in the teaching and learning of mathematics education.
This book is of particular interest to researchers, teachers and
curriculum developers in mathematics education.
This volume documents on-going research and theorising in the
sub-field of mathematics education devoted to the teaching and
learning of mathematical modelling and applications. Mathematical
modelling provides a way of conceiving and resolving problems in
people's everyday lives as well as sophisticated new problems for
society at large. Mathematical modelling and real world
applications are considered as having potential for cultivating
sense making in classroom settings. This book focuses on the
educational perspective, researching the complexities encountered
in effective teaching and learning of real world modelling and
applications for sense making is only beginning. All authors of
this volume are members of the International Community of Teachers
of Mathematical Modelling (ICTMA), the peak research body into
researching the teaching and learning of mathematical modelling at
all levels of education from the early years to tertiary education
as well as in the workplace.
This book is open access under a CC BY 4.0 license. The book
presents the Proceedings of the 13th International Congress on
Mathematical Education (ICME-13) and is based on the presentations
given at the 13th International Congress on Mathematical Education
(ICME-13). ICME-13 took place from 24th- 31st July 2016 at the
University of Hamburg in Hamburg (Germany). The congress was hosted
by the Society of Didactics of Mathematics (Gesellschaft fur
Didaktik der Mathematik - GDM) and took place under the auspices of
the International Commission on Mathematical Instruction (ICMI).
ICME-13 brought together about 3.500 mathematics educators from 105
countries, additionally 250 teachers from German speaking countries
met for specific activities. Directly before the congress
activities were offered for 450 Early Career Researchers. The
proceedings give a comprehensive overview on the current
state-of-the-art of the discussions on mathematics education and
display the breadth and deepness of current research on
mathematical teaching-and-learning processes. The book introduces
the major activities of ICME-13, namely articles from the four
plenary lecturers and two plenary panels, articles from the five
ICMI awardees, reports from six national presentations, three
reports from the thematic afternoon devoted to specific features of
ICME-13. Furthermore, the proceedings contain descriptions of the
54 Topic Study Groups, which formed the heart of the congress and
reports from 29 Discussion Groups and 31 Workshops. The additional
important activities of ICME-13, namely papers from the invited
lecturers, will be presented in the second volume of the
proceedings.
The book presents the Invited Lectures given at 13th International
Congress on Mathematical Education (ICME-13). ICME-13 took place
from 24th- 31st July 2016 at the University of Hamburg in Hamburg
(Germany). The congress was hosted by the Society of Didactics of
Mathematics (Gesellschaft fur Didaktik der Mathematik - GDM) and
took place under the auspices of the International Commission on
Mathematical Instruction (ICMI). ICME-13 - the biggest ICME so far
- brought together about 3500 mathematics educators from 105
countries, additionally 250 teachers from German speaking countries
met for specific activities. The scholars came together to share
their work on the improvement of mathematics education at all
educational levels.. The papers present the work of prominent
mathematics educators from all over the globe and give insight into
the current discussion in mathematics education. The Invited
Lectures cover a wide spectrum of topics, themes and issues and aim
to give direction to future research towards educational
improvement in the teaching and learning of mathematics education.
This book is of particular interest to researchers, teachers and
curriculum developers in mathematics education.
This volume documents on-going research and theorising in the
sub-field of mathematics education devoted to the teaching and
learning of mathematical modelling and applications. Mathematical
modelling provides a way of conceiving and resolving problems in
the life world of people whether these range from the everyday
individual numeracy level to sophisticated new problems for society
at large. Mathematical modelling and real world applications are
considered as having potential for multi-disciplinary work that
involves knowledge from a variety of communities of practice such
as those in different workplaces (e.g., those of educators,
designers, construction engineers, museum curators) and in
different fields of academic endeavour (e.g., history, archaeology,
mathematics, economics). From an educational perspective,
researching the development of competency in real world modelling
involves research situated in crossing the boundaries between being
a student engaged in modelling or mathematical application to real
word tasks in the classroom, being a teacher of mathematical
modelling (in or outside the classroom or bridging both), and being
a modeller of the world outside the classroom. This is the focus of
many of the authors of the chapters in this book. All authors of
this volume are members of the International Community of Teachers
of Mathematical Modelling (ICTMA), the peak research body into
researching the teaching and learning of mathematical modelling at
all levels of education from the early years to tertiary education
as well as in the workplace.
This book provides readers with an overview of recent
international research and developments in the teaching and
learning of modelling and applications from a variety of
theoretical and practical perspectives. There is a strong focus on
pedagogical issues for teaching and learning of modelling as well
as research into teaching and practice. The teaching of
applications of mathematics and mathematical modelling from the
early years through primary and secondary school and at tertiary
level is rising in prominence in many parts of the world
commensurate with an ever-increasing usage of mathematics in
business, the environment, industry and everyday life. The authors
are all members of the International Community of Teachers of
Mathematical Modelling and Applications and important researchers
in mathematics education and mathematics. The book will be of
interest to teachers, practitioners and researchers in
universities, polytechnics, teacher education, curriculum and
policy.​
This book reviews the Teacher Education and Development Study:
Learning to Teach Mathematics, which tested 23,000 primary and
secondary level math teachers from 16 countries on content
knowledge and asked their opinions on beliefs and opportunities to
learn.
Accumulated research findings in past decades have led to the
common knowledge that teachers' professional knowledge is essential
to effective classroom instruction. However, there is still very
limited understanding about the nature of teachers' expertise in
mathematics instruction. Expertise in Mathematics Instruction
addresses this need clearly and concisely. In particular, it
examines all aspects of emphases employed to characterize the
nature of expertise in mathematics instruction from both
researchers' and practitioners' perspectives. Moreover, with
research contributions from both the East and the West, this book
also examines ideas pertinent to fostering and demonstrating
expertise in mathematics instruction within different system
contexts. This book will raise questions and issues for mathematics
education researchers to guide a critical examination of what can
be learned from other education systems. Expertise in Mathematics
Instruction builds on its theoretical and methodological approach
with contributions from international experts in the field.
Additionally, a review of related research from mathematics
education serves as an introduction to the new research in both
Eastern and Western settings. Concluding this resource is a
reflection on the benefits of this international collaboration and
possible research directions for the future. The final chapter
cohesively joins traditional and current research for action.
Expertise in Mathematics Instruction is of interest to researchers
in mathematics education, mathematics teacher educators, and
mathematics educators.
This bookprovides readers with an overview of recent international
research and developments in the teaching and learning of modelling
and applications from a variety of theoretical and practical
perspectives. There is a strong focus on pedagogical issues for
teaching and learning of modelling as well as research into
teaching and practice. The teaching of applications of mathematics
and mathematical modelling from the early years through primary and
secondary school and at tertiary level is rising in prominence in
many parts of the world commensurate with an ever-increasing usage
of mathematics in business, the environment, industry and everyday
life. The authors are all members of the International Community of
Teachers of Mathematical Modelling and Applications and important
researchers in mathematics education and mathematics. The book will
be of interest to teachers, practitioners and researchers in
universities, polytechnics, teacher education, curriculum and
policy. "
This book reviews the Teacher Education and Development Study:
Learning to Teach Mathematics, which tested 23,000 primary and
secondary level math teachers from 16 countries on content
knowledge and asked their opinions on beliefs and opportunities to
learn.
|
|