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At a time when political interest in mathematics education is at
its highest, this book demonstrates that the issues are far from
straightforward. A wide range of international contributors address
such questions as: What is mathematics, and what is it for? What
skills does mathematics education need to provide as technology
advances? What are the implications for teacher education? What can
we learn from past attempts to change the mathematics
curriculum?
Rethinking the Mathematics Curriculum offers stimulating
discussions, showing much is to be learnt from the differences in
culture, national expectations, and political restraints revealed
in the book. This accessible book will be of particular interest to
policy makers, curriculum developers, educators, researchers and
employers as well as the general reader.
Current school mathematics curricula internationally tend to
emphasize problem-solving and have led to the development of
opportunities for children to do maths in a more open, creative
way. This has led to increased interest in "performance-based"
assessment, which involves children in substantial production of
written language to serve as "evidence" of their mathematical
activity and achievement. However, this raises two important
questions. Firstly, does this writing accurately present children's
mathematical activity and ability? Secondly, do maths teachers have
sufficient linguistic awareness to support their students in
developing skills and knowledge necessary for writing effectively
in their subject area? The author of this book takes a critical
perspective on these questions and, through an investigation of
teachers' readings and evaluations of coursework texts, identifies
the crucial issues affecting the accurate assessment of school
mathematics.
School mathematics curricula internationally tend to emphasise problem-solving and have led to the development of opportunities for children to do maths in a more open, creative way. This has led to increased interest in 'performance-based' assessment, which involves children in substantial production of written language to serve as 'evidence' of their mathematical activity and achievement. However, this raises two important questions. Firstly, does this writing accurately present children's mathematical activity and ability? Secondly, do maths teachers have sufficient linguistic awareness to support their students in developing skills and knowledge necessary for writing effectively in their subject area? The author of this book takes a critical perspective on these questions and, through an investigation of teachers' readings and evaluations of coursework texts, identifies the crucial issues affecting the accurate assessment of school mathematics.
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.
At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.
This book offers an international perspective on the current and
future state of the research, focusing, in particular, on the role
and use of language in mathematics school teaching and learning. It
focuses on the development of a unified view of the languages of
the learners, of the teachers and of mathematics by considering the
role of language in the learning, teaching and doing of mathematics
in the classroom, and the current richness and plurality of
language and culture. The contributions in this volume combine to
show how views of language and of language research in mathematics
education have changed significantly in recent decades, and how
they will continue to change and become even more complex and
challenging in the era of diversity. All of these contributions by
leading scholars are grouped into two sections for emphasis on
issues of: * Theorising the complexity of language in mathematics
teaching and learning * Opening spaces of learning with mathematics
classroom research on language This book will be of great interest
to mathematics teachers, teacher educators, curriculum developers
and mathematics education researchers who deal with the study and
implementation of pedagogies of mathematics teaching and learning,
specifically in regions of the world which are culturally and
sociolinguistically diverse.
This book offers an international perspective on the current and
future state of the research, focusing, in particular, on the role
and use of language in mathematics school teaching and learning. It
focuses on the development of a unified view of the languages of
the learners, of the teachers and of mathematics by considering the
role of language in the learning, teaching and doing of mathematics
in the classroom, and the current richness and plurality of
language and culture. The contributions in this volume combine to
show how views of language and of language research in mathematics
education have changed significantly in recent decades, and how
they will continue to change and become even more complex and
challenging in the era of diversity. All of these contributions by
leading scholars are grouped into two sections for emphasis on
issues of: * Theorising the complexity of language in mathematics
teaching and learning * Opening spaces of learning with mathematics
classroom research on language This book will be of great interest
to mathematics teachers, teacher educators, curriculum developers
and mathematics education researchers who deal with the study and
implementation of pedagogies of mathematics teaching and learning,
specifically in regions of the world which are culturally and
sociolinguistically diverse.
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