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The mathematics education community continues to contribute
research-based ideas for developing and improving problem posing as
an inquiry-based instructional strategy for enhancing students'
learning. A large number of studies have been conducted which have
covered many research topics and methodological aspects of teaching
and learning mathematics through problem posing. The Authors'
groundwork has shown that many of these studies predict positive
outcomes from implementing problem posing on: student knowledge,
problem solving and posing skills, creativity and disposition
toward mathematics. This book examines, in-depth, the contribution
of a problem posing approach to teaching mathematics and discusses
the impact of adopting this approach on the development of
theoretical frameworks, teaching practices and research on
mathematical problem posing over the last 50 years.
The mathematics education community continues to contribute
research-based ideas for developing and improving problem posing as
an inquiry-based instructional strategy for enhancing students'
learning. A large number of studies have been conducted which have
covered many research topics and methodological aspects of teaching
and learning mathematics through problem posing. The Authors'
groundwork has shown that many of these studies predict positive
outcomes from implementing problem posing on: student knowledge,
problem solving and posing skills, creativity and disposition
toward mathematics. This book examines, in-depth, the contribution
of a problem posing approach to teaching mathematics and discusses
the impact of adopting this approach on the development of
theoretical frameworks, teaching practices and research on
mathematical problem posing over the last 50 years.
This open access Topical Survey offers a brief overview of the
current state of research on and activities for mathematically
gifted students around the world. This is of interest to a broad
readership, including educational researchers, research
mathematicians, mathematics teachers, teacher educators, curriculum
designers, doctoral students, and other stakeholders. It first
discusses research concerning the nature of mathematical
giftedness, including theoretical frameworks and methodologies that
are helpful in identifying and/or creating mathematically gifted
students, which is described in this section. It also focuses on
research on and the development of mathematical talent and
innovation in students, including connections between cognitive,
social and affective aspects of mathematically gifted students.
Exemplary teaching and learning practices, curricula and a variety
of programs that contribute to the development of mathematical
talent, gifts, and passion are described as well as the pedagogy
and mathematics content suitable for educating pre-service and
in-service teachers of mathematically gifted students. The final
section provides a brief summary of the paper along with
suggestions for the research, activities, and resources that should
be available to support mathematically gifted students and their
teachers, parents, and other stakeholders.
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