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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 book, the outcome of a conference organised in 2012 in Paris
as a homage to Michele Artigue, is based on the main component of
this event. However, it offers more than a mere reflection of the
conference in itself, as various well-known researchers from the
field have been invited to summarize the main topics where the
importance of Artigue's contribution is unquestionable. Her
multiple interest areas, as a researcher involved in a wider
community, give to this volume its unique flavour of diversity.
Michele Artigue (ICMI 2013 Felix Klein Award, CIAEM 2015 Luis
Santalo Award) is without doubt one of the most influential
researchers nowadays in the field of didactics of mathematics. This
influence rests both on the quality of her research and on her
constant contribution, since the early 1970s, to the development of
the teaching and learning of mathematics. Observing her exemplary
professional history, one can witness the emergence, the
development, and the main issues of didactics of mathematics as a
specific research field.
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 book, the outcome of a conference organised in 2012 in Paris
as a homage to Michele Artigue, is based on the main component of
this event. However, it offers more than a mere reflection of the
conference in itself, as various well-known researchers from the
field have been invited to summarize the main topics where the
importance of Artigue's contribution is unquestionable. Her
multiple interest areas, as a researcher involved in a wider
community, give to this volume its unique flavour of diversity.
Michele Artigue (ICMI 2013 Felix Klein Award, CIAEM 2015 Luis
Santalo Award) is without doubt one of the most influential
researchers nowadays in the field of didactics of mathematics. This
influence rests both on the quality of her research and on her
constant contribution, since the early 1970s, to the development of
the teaching and learning of mathematics. Observing her exemplary
professional history, one can witness the emergence, the
development, and the main issues of didactics of mathematics as a
specific research field.
This book is a friendly and complete introduction to one of the
most comprehensive contemporary theories of mathematics teaching
and learning. By focusing on mathematical work performed by
students and teachers during mathematics session, the theory of
Mathematical Workings Spaces (MWS) has opened up new perspectives
and avenues on mathematics education and mathematical thinking. In
particular, it enables the identification of students' knowledge
production processes and helps teachers to shape them. The first
part of the book explores the heart of the theory and aims to
further describe and understand epistemological and cognitive
aspects of mathematical work. The second part develops the
different MWS dedicated to observing how this work depends on the
expectations of educational systems, how it is formed and taught,
and how individuals appropriate it. In the last part, some
applications and perspectives are discussed regarding topics of
major importance today in mathematics education which relate to
technological and digital tools, teacher training and modeling
activities. In line with the spirit of the theory, the book was
written to reflect the conceptual unity at the heart of the theory
of MWS and, at the same time, to show the freedom and diversity of
approaches given space therein. Written for researchers and
professionals in mathematics education, it offers plenty of
concrete examples from different educational systems around the
world to illustrate the theoretical concepts and show the
applicability of the theory to practice and research.
This book is a friendly and complete introduction to one of the
most comprehensive contemporary theories of mathematics teaching
and learning. By focusing on mathematical work performed by
students and teachers during mathematics session, the theory of
Mathematical Workings Spaces (MWS) has opened up new perspectives
and avenues on mathematics education and mathematical thinking. In
particular, it enables the identification of students' knowledge
production processes and helps teachers to shape them. The first
part of the book explores the heart of the theory and aims to
further describe and understand epistemological and cognitive
aspects of mathematical work. The second part develops the
different MWS dedicated to observing how this work depends on the
expectations of educational systems, how it is formed and taught,
and how individuals appropriate it. In the last part, some
applications and perspectives are discussed regarding topics of
major importance today in mathematics education which relate to
technological and digital tools, teacher training and modeling
activities. In line with the spirit of the theory, the book was
written to reflect the conceptual unity at the heart of the theory
of MWS and, at the same time, to show the freedom and diversity of
approaches given space therein. Written for researchers and
professionals in mathematics education, it offers plenty of
concrete examples from different educational systems around the
world to illustrate the theoretical concepts and show the
applicability of the theory to practice and research.
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