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Taking from the rich and giving to the poor, Robin Hood and loyal
followers fight for the oppressed against the evil Sheriff of
Nottingham. Written in graphic-novel format. These reader-favorite
tiles are now updated for enhanced Common Core State Standards
support, including discussion and writing prompts developed by a
Common Core expert, an expanded introduction, bolded glossary words
and dynamic new covers.
This book explains and demonstrates the teaching strategy of asking
learners to construct their own examples of mathematical objects.
The authors show that the creation of examples can involve
transforming and reorganizing knowledge and that, although this is
usually done by authors and teachers, if the responsibility for
making examples is transferred to learners, their knowledge
structures can be developed and extended. A multitude of examples
to illustrate this is provided, spanning primary, secondary, and
college levels. Readers are invited to learn from their own past
experience augmented by tasks provided in the book, and are given
direct experience of constructing examples through a collection of
many tasks at many levels. Classroom stories show the
practicalities of introducing such shifts in mathematics education.
The authors examine how their approach relates to improving the
learning of mathematics and raise future research questions.
*Based on the authors' and others' theoretical and practical
experience, the book includes a combination of exercises for the
reader, practical applications for teaching, and solid scholarly
grounding.
*The ideas presented are generic in nature and thus applicable
across every phase of mathematics teaching and learning.
*Although the teaching methods offered are ones that engage
learners imaginatively, these are also applied to traditional
approaches to mathematics education; all tasks offered in the book
are within conventional mathematics curriculum content.
"Mathematics as a Constructive Activity: Learners Generating
Examples" is intended for mathematics teacher educators,
mathematics teachers, curriculum developers, task andtest
designers, and classroom researchers, and for use as a text in
graduate-level mathematics education courses.
This accessible and thought-provoking book considers what beginning
teachers need to know about learning, teaching, assessment,
curriculum and professional development, in the context of teaching
mathematics to eleven to nineteen year olds. It is part of a new
series of books that has as its starting point the fact that PGCE
students are already subject specialists. The authors show how
mathematics teachers can communicate their own enthusiasm for the
subject and inspire their pupils to learn and enjoy learning. They
provide practical advice which will help teachers and student
teachers to: plan, organize, manage and assess classroom work make
decisions about the content, ordering and level of difficulty of
lessons make sense of new subject material and how it contributes
to wider educational aims develop professionally by developing the
subject as a whole. This is a comprehensive introduction to
teaching mathematics in the secondary school which will be
invaluable to teachers beginning their careers and those who are
training to be mathematics teachers.
This accessible and thought-provoking book considers what beginning
teachers need to know about learning, teaching, assessment,
curriculum and professional development, in the context of teaching
mathematics to eleven to nineteen year olds. It is part of a new
series of books that has as its starting point the fact that PGCE
students are already subject specialists. The authors show how
mathematics teachers can communicate their own enthusiasm for the
subject and inspire their pupils to learn and enjoy learning. They
provide practical advice which will help teachers and student
teachers to: plan, organize, manage and assess classroom work make
decisions about the content, ordering and level of difficulty of
lessons make sense of new subject material and how it contributes
to wider educational aims develop professionally by developing the
subject as a whole. This is a comprehensive introduction to
teaching mathematics in the secondary school which will be
invaluable to teachers beginning their careers and those who are
training to be mathematics teachers.
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Robin Hood (Paperback)
Aaron Shepard, Anne Watson; Illustrated by Jennifer Tanner
1
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R249
R227
Discovery Miles 2 270
Save R22 (9%)
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Ships in 12 - 17 working days
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Classic stories retold in exciting graphic novel format. Each title
includes high-quality artwork, simple text, discussion questions
and writing prompts.
To what extent do curriculum subjects, particularly highly abstract
ones such as Mathematics, have their own unique special needs? This
book celebrates the work done by subject specialists in mainstream
classrooms to promote inclusive practice. It describes new and
creative ways of developing mathematical thinking among pupils.
Each chapter demonstrates reflective minds at work, close
observation of learners, willingness to understand the students'
thinking process and patient commitment to students over long
periods of time. Features of the book include: how low-attaining
students can think mathematically numeracy recovery task refusal in
primary mathematics progression in written calculation strategies
for division using graphic calculators with low-attaining pupils
generalising arithmetic: an alternative to algebra learning support
assistants in mathematics lessons inclusion and entitlement,
equality of opportunity and quality of curriculum provision.
The arena in which the preparation of student-teachers for the
teaching of mathematics takes place is shifting its foundations and
moving its boundaries. The whole basis of teacher education at
secondary level is in flux with a move towards teacher-education
programmes which are largely school based. Increasingly, there is
seen to be an important role for the school teacher who acts as
mentor to the student teacher in some relationship with a tutor
from the initial training i nstitution.; Teachers who are being
encouraged to take on the mentoring role need preparation for its
demands and teacher education courses need increasingly to make
provision for the education and support of mentors. The purpose of
this book is to discuss the mentoring process, to provide ideas and
to highlight issues. It provides both practical help and guidance,
and a philosophical consideration of the development of mathematics
teachers and teaching.
The arena in which the preparation of student-teachers for the
teaching of mathematics takes place is shifting its foundations and
moving its boundaries. The whole basis of teacher education at
secondary level is in flux with a move towards teacher-education
programmes which are largely school based. Increasingly, there is
seen to be an important role for the school teacher who acts as
mentor to the student teacher in some relationship with a tutor
from the initial training i nstitution.; Teachers who are being
encouraged to take on the mentoring role need preparation for its
demands and teacher education courses need increasingly to make
provision for the education and support of mentors. The purpose of
this book is to discuss the mentoring process, to provide ideas and
to highlight issues. It provides both practical help and guidance,
and a philosophical consideration of the development of mathematics
teachers and teaching.
This book investigates the process of care in mathematics teaching.
The author proposes transformative educational spaces in which
learning mathematics, rather than consisting of a repetitive grind
of exercises and facts, can become a part of learner identity. This
book describes examples of mathematics teachings in a wide range of
contexts and pedagogies, coordinated to identify common features
where care for mathematical learning and thinking is combined with
care for learners. Along with detailing caring mathematics
education practices in alternative spaces, the author demonstrates
similar practices alive even with the current mainstream spaces of
acquisition and performance. Care is integrated through listening,
and developing responsive and trusting relationships. It will be of
interest to scholars of mathematics education, as well as
pre-service and in-service teachers and teacher educators.
This book investigates the process of care in mathematics teaching.
The author proposes transformative educational spaces in which
learning mathematics, rather than consisting of a repetitive grind
of exercises and facts, can become a part of learner identity. This
book describes examples of mathematics teachings in a wide range of
contexts and pedagogies, coordinated to identify common features
where care for mathematical learning and thinking is combined with
care for learners. Along with detailing caring mathematics
education practices in alternative spaces, the author demonstrates
similar practices alive even with the current mainstream spaces of
acquisition and performance. Care is integrated through listening,
and developing responsive and trusting relationships. It will be of
interest to scholars of mathematics education, as well as
pre-service and in-service teachers and teacher educators.
*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK* This
open access book is the product of ICMI Study 22 Task Design in
Mathematics Education. The study offers a state-of-the-art summary
of relevant research and goes beyond that to develop new insights
and new areas of knowledge and study about task design. The authors
represent a wide range of countries and cultures and are leading
researchers, teachers and designers. In particular, the authors
develop explicit understandings of the opportunities and
difficulties involved in designing and implementing tasks and of
the interfaces between the teaching, researching and designing
roles - recognising that these might be undertaken by the same
person or by completely separate teams. Tasks generate the activity
through which learners meet mathematical concepts, ideas,
strategies and learn to use and develop mathematical thinking and
modes of enquiry. Teaching includes the selection, modification,
design, sequencing, installation, observation and evaluation of
tasks. The book illustrates how task design is core to effective
teaching, whether the task is a complex, extended, investigation or
a small part of a lesson; whether it is part of a curriculum
system, such as a textbook, or promotes free standing activity;
whether the task comes from published source or is devised by the
teacher or the student.
*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK* This
open access book is the product of ICMI Study 22 Task Design in
Mathematics Education. The study offers a state-of-the-art summary
of relevant research and goes beyond that to develop new insights
and new areas of knowledge and study about task design. The authors
represent a wide range of countries and cultures and are leading
researchers, teachers and designers. In particular, the authors
develop explicit understandings of the opportunities and
difficulties involved in designing and implementing tasks and of
the interfaces between the teaching, researching and designing
roles - recognising that these might be undertaken by the same
person or by completely separate teams. Tasks generate the activity
through which learners meet mathematical concepts, ideas,
strategies and learn to use and develop mathematical thinking and
modes of enquiry. Teaching includes the selection, modification,
design, sequencing, installation, observation and evaluation of
tasks. The book illustrates how task design is core to effective
teaching, whether the task is a complex, extended, investigation or
a small part of a lesson; whether it is part of a curriculum
system, such as a textbook, or promotes free standing activity;
whether the task comes from published source or is devised by the
teacher or the student.
New Directions for Situated Cognition in Mathematics Education
represents the maturation and expansion of the situated cognition
theories applied to mathematics education. All of the situations on
which the chapters of this book are based exemplify activity which
would be described as mathematical, whether they are classrooms,
workplaces, homes or the street. In identifying mathematical
activity, this book examines the ways people talk, what they talk
about, what they focus on, how they classify experience, what
levels and kinds of generality occur to them, what is varied and
what is fixed, what relationships they observe or construct and how
they express them much they way music, musicality, and a musician
are recognized.
In this book a dynamic view of knowledge is taken by all the
authors. Although knowledge is considered what is produced in
learning environments, each chapter offers a different perspective
on its relationship to the individual, group, activity, historical
conventions, and authoritarian views of meaning.
New Directions for Situated Cognition in Mathematics Education
provides a resource for educators, researchers and students to
approach situated cognition through an organized and diverse
source."
To what extent do curriculum subjects, particularly highly abstract
ones such as Mathematics, have their own unique special needs? This
book celebrates the work done by subject specialists in mainstream
classrooms to promote inclusive practice. It describes new and
creative ways of developing mathematical thinking among pupils.
Each chapter demonstrates reflective minds at work, close
observation of learners, willingness to understand the students'
thinking process and patient commitment to students over long
periods of time. Features of the book include: how low-attaining
students can think mathematically numeracy recovery task refusal in
primary mathematics progression in written calculation strategies
for division using graphic calculators with low-attaining pupils
generalising arithmetic: an alternative to algebra learning support
assistants in mathematics lessons inclusion and entitlement,
equality of opportunity and quality of curriculum provision.
Are some people just born lucky? The answer is no, people control
their own fortunes. The Book of Luck will show you that there is a
way to structure your luck and to bring success into your life and
into your control. It will show you how to be lucky, always,
demonstrating what has gone wrong in the past and outlining what
you need to know for the future. Summers and Watson use extensive
research and draw on their personal experiences both professionally
and personally, to bring you a book crammed full of practical tips
on how to turn the tide of your luck. This book will appeal to
people who want to move up in life, people who have been made
redundant, people who have plateaued in their careers and people
who are ambitious for the next step - or simply people who want to
make more of themselves in a business or personal context. The Book
of Luck shows you how to: * choose your own luck * use social
situations to increase your potential for luck * use your own
personal strengths to increase your luck * choose how you respond
to situations and maximise your luck * train your mind to expect
long term success * develop a good luck mindset.
This book draws together a range of papers by experienced
writers in mathematics education who have used the concept of
situated cognition in their research within recent years. No other
books are available which take this view specifically in
mathematics education. Thus it provides an up-to-date overview of
developments and applications to which other researchers can refer
and which will inspire future research.
Big ideas in the mathematics curriculum for older school students,
especially those that are hard to learn and hard to teach, are
covered in this book. It will be a first port of call for research
about teaching big ideas for students from 9-19 and also has
implications for a wider range of students. These are the ideas
that really matter, that students get stuck on, and that can be
obstacles to future learning. It shows how students learn, why they
sometimes get things wrong, and the strengths and pitfalls of
various teaching approaches. Contemporary high-profile topics like
modelling are included. The authors are experienced teachers,
researchers and mathematics educators, and many teachers and
researchers have been involved in the thinking behind this book,
funded by the Nuffield Foundation. An associated website, hosted by
the Nuffield Foundation, summarises the key messages in the book
and connects them to examples of classroom tasks that address
important learning issues about particular mathematical ideas.
The acclaimed authors of The Book of Luck are back with some
brilliant ideas for bringing more happiness into your life.
The Book of Happiness is more than just a practical guide to
improving your happiness levels. It's a complete makeover, aimed at
putting a spring in your step, and a permanent lift to your
spirits. We all know happiness is a state of mind, but few of us
know how to improve our share of it. Many people think that
happiness just comes out of nowhere. Not so. The reality is you can
create your own happiness by choosing what you do, what you say,
where you go, what you remember, who and what you surround yourself
with, what you think and what you listen to.
The Book of Happiness kicks off with a Happiness Questionnaire
to give you an instant snapshot of your current state of mind. Once
you have scored yourself, you will learn the areas you need to
focus on. There is a workbook to complete at each key stage, as
well as stirring anecdotes, tips and happy thoughts to keep you
going.
Just remember: it only takes 21 days to get rid of an unwanted
habit and to acquire a new one. Isn't it about time you got the
happiness habit?
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