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This open access book develops a theoretical concept of teaching
that is relevant to early childhood education, and based on
children's learning and development through play. It discusses
theoretical premises and research on playing and learning, and
proposes the development of play-responsive didaktik. It examines
the processes and products of learning and development, teaching
and its phylogenetic and ontogenetic development, as well as the
'what' of learning and didaktik. Next, it explores the actions,
objects and meaning of play and provides insight into the diversity
of beliefs about the practices of play. The book presents ideas on
how combined research and development projects can be carried out,
providing incentive and a model for practice development and
research. The second part of the book consists of empirical studies
on teacher's playing skills and examples of play with very young as
well as older children.
This contributed volume is an exciting product of the 22nd MAVI
conference, which presents cutting-edge research on affective
issues in teaching and learning math. The teaching and learning of
mathematics is highly dependent on students' and teachers' values,
attitudes, feelings, beliefs and motivations towards mathematics
and mathematics education. These peer-reviewed contributions
provide critical insights through their theoretically and
methodologically diverse analyses of relevant issues related to
affective factors in teaching and learning math and offer new tools
and strategies by which to evaluate affective factors in students'
and teachers' mathematical activities in the classroom. Among the
topics discussed: The relationship between proxies for learning and
mathematically related beliefs. Teaching for entrepreneurial and
mathematical competences. Prospective teachers' conceptions of the
concepts mean, median, and mode. Prospective teachers' approach to
reasoning and proof The impact of assessment on students'
experiences of mathematics. Through its thematic connections to
teacher education, professional development, assessment,
entrepreneurial competences, and reasoning and proof, Students' and
Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics
Classrooms proves to be a valuable resource for educators,
practitioners, and students for applications at primary, secondary,
and university levels.
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