Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
|
Your cart is empty |
|||
Showing 1 - 10 of 10 matches in All Departments
This book addresses the need of professional development leaders
and policymakers for scholarly knowledge about influencing teachers
to modify mathematical instruction to bring it more in alignment
with the recommendations of the current reform movement initiated
by the National Council of Teachers of Mathematics. The book
presents:
This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes. The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can -- and probably should -- proceed.
Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain. Integrating a number of different research perspectives is a complex task, and ways must be found to reduce the complexity without sacrificing the integration. The research discussed in this volume is tied together because it deals with a common content strand. During the last ten years specific content domains have served as focal points for research on the development of mathematical concepts in children. The areas of addition and subtraction, algebra, rational numbers, and geometry are notable examples. Whether a similar organizational structure will prevail for programs of research that integrate the study of teaching, learning, curriculum, and assessment is an open question. The perspectives presented in this volume illustrate the potential for adopting this perspective.
The issue of how to provide equitable schooling for ethnic and linguistic minorities has come to the forefront of education. This volume brings together top researchers to examine equity from the standpoint of mathematics education--an excellent forum for the topic, since the results are quantifiable. The first essays address broad cultural issues, such as how social class and our notion of merit enter into education. The second section of the book analyzes gender issues in math learning, and the final section examines language and mathematics. A number of themes cut across these three groupings. For example, a critique of the reform movement surfaces in several chapters; many of the chapters look closely at teachers and the dynamics of the classroom, and chapters in different sections address issues of teacher empowerment and skill upgrading. Researchers, students, and policy makers in education, psychology, and cognitive science will want to read these provocative contributions.
"Mathematics Classrooms That Promote Understanding" synthesizes the
implications of research done by the National Center for Research
in Mathematical Sciences on integrating two somewhat diverse bodies
of scholarly inquiry: the study of teaching and the study of
learning mathematics.
"Mathematics Classrooms That Promote Understanding" synthesizes the
implications of research done by the National Center for Research
in Mathematical Sciences on integrating two somewhat diverse bodies
of scholarly inquiry: the study of teaching and the study of
learning mathematics.
This book addresses the need of professional development leaders
and policymakers for scholarly knowledge about influencing teachers
to modify mathematical instruction to bring it more in alignment
with the recommendations of the current reform movement initiated
by the National Council of Teachers of Mathematics. The book
presents:
This volume focuses on the important mathematical idea of functions
that, with the technology of computers and calculators, can be
dynamically represented in ways that have not been possible
previously. The book's editors contend that as result of recent
technological developments combined with the integrated knowledge
available from research on teaching, instruction, students'
thinking, and assessment, curriculum developers, researchers, and
teacher educators are faced with an unprecedented opportunity for
making dramatic changes.
Until recently there had been relatively little integration of
programs of research on teaching, learning, curriculum, and
assessment. However, in the last few years it has become
increasingly apparent that a more unified program of research is
needed to acquire an understanding of teaching and learning in
schools that will inform curriculum development and assessment. The
chapters in this volume represent a first step toward an
integration of research paradigms in one clearly specified
mathematical domain.
The issue of how to provide equitable schooling for ethnic and linguistic minorities has come to the forefront of education. This volume brings together top researchers to examine equity from the standpoint of mathematics education--an excellent forum for the topic, since the results are quantifiable. The first essays address broad cultural issues, such as how social class and our notion of merit enter into education. The second section of the book analyzes gender issues in math learning, and the final section examines language and mathematics. A number of themes cut across these three groupings. For example, a critique of the reform movement surfaces in several chapters; many of the chapters look closely at teachers and the dynamics of the classroom, and chapters in different sections address issues of teacher empowerment and skill upgrading. Researchers, students, and policy makers in education, psychology, and cognitive science will want to read these provocative contributions.
|
You may like...
Trafficking Hadassah - Collective…
Ericka Shawndricka Dunbar
Hardcover
R1,528
Discovery Miles 15 280
Elohim within the Psalms - Petitioning…
Terrance Randall Wardlaw Jr
Hardcover
R4,037
Discovery Miles 40 370
Cosmologies of Pure Realms and the…
Yohan Yoo, James W. Watts
Paperback
R1,178
Discovery Miles 11 780
Human Interaction with the Natural World…
Mordechai Cogan, Katharine J Dell, …
Hardcover
R2,940
Discovery Miles 29 400
|