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Mathematics and mathematics education research have an ongoing
interest in improving our understanding of mathematical problem
posing and solving. This book focuses on problem posing in a
context of mathematical giftedness. The contributions particularly
address where such problems come from, what properties they should
have, and which differences between school mathematics and more
complex kinds of mathematics exist. These perspectives are examined
internationally, allowing for cross-national insights.
Survival Guide Wissenschaft – der unverzichtbare Begleiter für
angehende Wissenschaftler:innen! Wertvolle Ratschläge, bewährte
Strategien und Insiderwissen aus vielen Jahrzehnten akademischer
Laufbahnen mit Kurven, Ecken und Kanten. Tipps und Tricks, Dos and
Don’ts, um wissenschaftliche Karrieren an Universitäten und
anderen Forschungseinrichtungen zu starten, zu überleben und
erfolgreich voranzutreiben. Von der Forschungsplanung bis zur
Bewerbung um Stipendien und Stellen, von der Netzwerkbildung bis
zur Work-Life-Balance, aber auch Exit-Strategien – dieser
Survival Guide liefert die entscheidenden (Über-)Lebenstipps für
ein Leben in Academia.
The book is made up of 21 chapters from 25 presentations at the
23rd MAVI conference in Essen, which featured Alan Schoenfeld as
keynote speaker. Of major interest to MAVI participants is the
relationship between teachers' professed beliefs and classroom
practice. The first section is dedicated to classroom practices and
beliefs regarding those practices, taking a look at prospective or
practicing teachers' views of different practices such as
decision-making, the roles of explanations, problem-solving,
patterning, and the use of play. The focus of the second section in
this book deals with teacher change, which is notoriously
difficult, even when the teachers themselves are interested in
changing their practice. The third section of this book centers on
the undercurrents of teaching and learning mathematics, what rises
in various situations, causing tensions and inconsistencies. The
last section of this book takes a look at emerging themes in
affect-related research. In this section, papers discuss attitudes
towards assessment.
Epistemological beliefs-i.e. beliefs on the nature of knowledge,
its limits, sources, and justification-play an important role both
in everyday life and in learning processes. This book comprises
several studies dealing with such beliefs in the domain of
mathematics; amongst others a qualitative interview study, and
quantitative studies for which a new questionnaire has been
developed. In this new instrument, belief position (e.g.
"mathematical knowledge is certain" vs. "uncertain") and belief
argumentation (the way those positions are justified) are
differentiated. Additionally, a test for mathematical critical
thinking has been designed.The results show significant
correlations between sophisticated belief argumentations and high
scores in the critical thinking test, but no correlations regarding
belief positions.
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