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This book builds on the Teachers Empowered to Advance Change in
Mathematics (TEACH Math) project, which was an initiative that
sought to develop a new generation of preK-8 mathematics teachers
to connect mathematics, children's mathematical thinking, and
community and family knowledge in mathematics instruction - or what
we have come to call children's multiple mathematical knowledge
bases in mathematics instruction, with an explicit focus on equity.
Much of the work involved in the TEACH Math project included the
development of three instructional modules for preK-8 mathematics
methods courses to support the project's goals. These activities
were used and refined over eight semesters, and in Fall 2014 shared
at a dissemination conference with other mathematics teacher
educators from a variety of universities across the United States.
Chapter contributions represent diverse program and geographical
contexts and teach prospective and practicing teachers from a
variety of socioeconomic and ethnic backgrounds, in particular
providing accounts of supports, challenges, and tensions in
implementing equity-based mathematics teacher education. The
chapters supply rich evidence and illustrative examples of how
other mathematics teacher educators and professional developers
might make the modules work for their unique practices, courses,
workshops, and prospective teachers/teachers. It promises to be an
important resource for offering guidance and examples to those
working with prospective teachers of mathematics who want to create
positive, culturally responsive, and equity-based mathematics
experiences for our nation's youth.
This book builds on the Teachers Empowered to Advance Change in
Mathematics (TEACH Math) project, which was an initiative that
sought to develop a new generation of preK-8 mathematics teachers
to connect mathematics, children's mathematical thinking, and
community and family knowledge in mathematics instruction - or what
we have come to call children's multiple mathematical knowledge
bases in mathematics instruction, with an explicit focus on equity.
Much of the work involved in the TEACH Math project included the
development of three instructional modules for preK-8 mathematics
methods courses to support the project's goals. These activities
were used and refined over eight semesters, and in Fall 2014 shared
at a dissemination conference with other mathematics teacher
educators from a variety of universities across the United States.
Chapter contributions represent diverse program and geographical
contexts and teach prospective and practicing teachers from a
variety of socioeconomic and ethnic backgrounds, in particular
providing accounts of supports, challenges, and tensions in
implementing equity-based mathematics teacher education. The
chapters supply rich evidence and illustrative examples of how
other mathematics teacher educators and professional developers
might make the modules work for their unique practices, courses,
workshops, and prospective teachers/teachers. It promises to be an
important resource for offering guidance and examples to those
working with prospective teachers of mathematics who want to create
positive, culturally responsive, and equity-based mathematics
experiences for our nation's youth.
Employing Mathematical Modeling to Engage Students at All Levels
Mathematical modeling plays an increasingly important role both in
real-life applications-in engineering, business, the social
sciences, climate study, advanced design, and more-and within
mathematics education itself. This 2016 volume of Annual
Perspectives in Mathematics Education (APME) focuses on this key
topic from a wide variety of perspectives and distinguishes it from
modeling mathematics. The book's 25 chapters are grouped into seven
sections: Understanding Models and Modeling Using Models to
Represent Mathematics Teaching and Learning about Mathematical
Modeling Mathematical Modeling as a Vehicle for STEM Learning
Designing Modeling-Oriented Tasks and Curricula Assessing
Mathematical Modeling Supporting Teachers' Learning about
Mathematical Modeling Written by leading mathematics educators,
mathematicians, and researchers, the chapters in this volume
include reflections on the meaning and practice of modeling, case
studies, research observations, and proven strategies for
implementation in the classroom and in teacher education. With its
thorough consideration of this essential subject, this year's
volume of APME supports educators at all levels as they incorporate
modeling in their instructional practice to improve the learning of
mathematics and its applications for all students.
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