|
Showing 1 - 4 of
4 matches in All Departments
This book explores the idea that mathematics educators and teachers
are also problem solvers and learners, and as such they constantly
experience mathematical and pedagogical disturbances. Accordingly,
many original tasks and learning activities are results of personal
mathematical and pedagogical disturbances of their designers, who
then transpose these disturbances into learning opportunities for
their students. This learning-transposition process is a
cornerstone of mathematics teacher education as a lived, developing
enterprise. Mathematical Encounters and Pedagogical Detours unfold
the process and illustrate it by various examples. The book engages
readers in original tasks, shares the results of task
implementation and describes how these results inform the
development of new tasks, which often intertwine mathematics and
pedagogy. Most importantly, the book includes a dialogue between
the authors based on the stories of their own learning, which
triggers continuous exploration of learning opportunities for their
students.
This book explores the idea that mathematics educators and teachers
are also problem solvers and learners, and as such they constantly
experience mathematical and pedagogical disturbances. Accordingly,
many original tasks and learning activities are results of personal
mathematical and pedagogical disturbances of their designers, who
then transpose these disturbances into learning opportunities for
their students. This learning-transposition process is a
cornerstone of mathematics teacher education as a lived, developing
enterprise. Mathematical Encounters and Pedagogical Detours unfold
the process and illustrate it by various examples. The book engages
readers in original tasks, shares the results of task
implementation and describes how these results inform the
development of new tasks, which often intertwine mathematics and
pedagogy. Most importantly, the book includes a dialogue between
the authors based on the stories of their own learning, which
triggers continuous exploration of learning opportunities for their
students.
Recent research in problem solving has shifted its focus to actual
classroom implementation and what is really going on during problem
solving when it is used regularly in classroom. This book seeks to
stay on top of that trend by approaching diverse aspects of current
problem solving research, covering three broad themes. Firstly, it
explores the role of teachers in problem-solving classrooms and
their professional development, moving onto-secondly-the role of
students when solving problems, with particular consideration of
factors like group work, discussion, role of students in
discussions and the effect of students' engagement on their
self-perception and their view of mathematics. Finally, the book
considers the question of problem solving in mathematics
instruction as it overlaps with problem design, problem-solving
situations, and actual classroom implementation. The volume brings
together diverse contributors from a variety of countries and with
wide and varied experiences, combining the voices of leading and
developing researchers. The book will be of interest to any reader
keeping on the frontiers of research in problem solving, more
specifically researchers and graduate students in mathematics
education, researchers in problem solving, as well as teachers and
practitioners.
Recent research in problem solving has shifted its focus to actual
classroom implementation and what is really going on during problem
solving when it is used regularly in classroom. This book seeks to
stay on top of that trend by approaching diverse aspects of current
problem solving research, covering three broad themes. Firstly, it
explores the role of teachers in problem-solving classrooms and
their professional development, moving onto-secondly-the role of
students when solving problems, with particular consideration of
factors like group work, discussion, role of students in
discussions and the effect of students' engagement on their
self-perception and their view of mathematics. Finally, the book
considers the question of problem solving in mathematics
instruction as it overlaps with problem design, problem-solving
situations, and actual classroom implementation. The volume brings
together diverse contributors from a variety of countries and with
wide and varied experiences, combining the voices of leading and
developing researchers. The book will be of interest to any reader
keeping on the frontiers of research in problem solving, more
specifically researchers and graduate students in mathematics
education, researchers in problem solving, as well as teachers and
practitioners.
|
You may like...
Kill Joy
Holly Jackson
Paperback
R240
R192
Discovery Miles 1 920
|