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This book is about promising research advancements that sparked
directly or indirectly from intellectual contributions by
distinguished internationally recognized mathematics educator and
researcher, Edward A. Silver. The features of this book include: A
focus on the research areas that have benefited from Dr. Silver’s
intellectual contributions and influence, such as designing
instructional tasks, problem posing, problem solving, preservice
teacher learning, in service teacher professional development, and
mathematics assessment Chapters written by contributors who at one
time were his doctoral or post-doctoral colleagues along with any
invited co-authors A brief bio of Dr. Silver showing his
intellectual journey, key milestones in his career, and scholarly
accomplishments that sparked from his intellectual contributions
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The First Sourcebook on Asian Research in Mathematics Education - China, Korea, Singapore, Japan, Malaysia and India -- Singapore, Japan, Malaysia, and India Sections (HC) (Hardcover)
Bharath Sriraman, Jinfa Cai, Kyeong-Hwa Lee
|
R7,184
Discovery Miles 71 840
|
Ships in 12 - 17 working days
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A volume in the International Sourcebooks in Mathematics and
Science Education Series Editor: Bharath Sriraman, The University
of Montana Mathematics and Science education have both grown in
fertile directions in different geographic regions. Yet, the
mainstream discourse in international handbooks does not lend voice
to developments in cognition, curriculum, teacher development,
assessment, policy and implementation of mathematics and science in
many countries. Paradoxically, in spite of advances in information
technology and the "flat earth" syndrome, old distinctions and
biases between different groups of researcher's persist. In
addition limited accessibility to conferences and journals also
contribute to this problem. The International Sourcebooks in
Mathematics and Science Education focus on under-represented
regions of the world and provides a platform for researchers to
showcase their research and development in areas within mathematics
and science education. The First Sourcebook on Asian Research in
Mathematics Education: China, Korea, Singapore, Japan, Malaysia and
India provides the first synthesized treatment of mathematics
education that has both developed and is now prominently emerging
in the Asian and South Asian world. The book is organized in
sections coordinated by leaders in mathematics education in these
countries and editorial teams for each country affiliated with
them. The purpose of unique sourcebook is to both consolidate and
survey the established body of research in these countries with
findings that have influenced ongoing research agendas and informed
practices in Europe, North America (and other countries) in
addition to serving as a platform to showcase existing research
that has shaped teacher education, curricula and policy in these
Asian countries. The book will serve as a standard reference for
mathematics education researchers, policy makers, practitioners and
students both in and outside Asia, and complement the Nordic and
NCTM perspectives.
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.
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The First Sourcebook on Asian Research in Mathematics Education - China, Korea, Singapore, Japan, Malaysia and India (Hardcover)
Bharath Sriraman, Jinfa Cai, Kyeong-Hwa Lee, Lianghuo Fan, Yoshinori Shimizu, …
|
R9,072
R7,193
Discovery Miles 71 930
Save R1,879 (21%)
|
Ships in 12 - 17 working days
|
Mathematics and Science education have both grown in fertile
directions in different geographic regions. Yet, the mainstream
discourse in international handbooks does not lend voice to
developments in cognition, curriculum, teacher development,
assessment, policy and implementation of mathematics and science in
many countries. Paradoxically, in spite of advances in information
technology and the "flat earth" syndrome, old distinctions and
biases between different groups of researcher's persist. In
addition limited accessibility to conferences and journals also
contribute to this problem. The International Sourcebooks in
Mathematics and Science Education focus on under-represented
regions of the world and provides a platform for researchers to
showcase their research and development in areas within mathematics
and science education. The First Sourcebook on Asian Research in
Mathematics Education: China, Korea, Singapore, Japan, Malaysia and
India provides the first synthesized treatment of mathematics
education that has both developed and is now prominently emerging
in the Asian and South Asian world. The book is organized in
sections coordinated by leaders in mathematics education in these
countries and editorial teams for each country affiliated with
them. Thepurpose of unique sourcebook is to both consolidate and
survey the established body of research in these countries with
findings that have influenced ongoing research agendas and informed
practices in Europe, North America (and other countries) in
addition to serving as a platform to showcase existing research
that has shaped teacher education, curricula and policy in these
Asian countries. The book will serve as a standard reference for
mathematics education researchers, policy makers, practitioners
andstudents both in and outside Asia, and complement the Nordic and
NCTM perspectives.
|
The First Sourcebook on Asian Research in Mathematics Education - China, Korea, Singapore, Japan, Malaysia and India (Hardcover, New)
Bharath Sriraman, Jinfa Cai, Kyeong-Hwa Lee, Fan Lianghuo, Yoshinori Shimuzu, …
|
R1,508
Discovery Miles 15 080
|
Ships in 12 - 17 working days
|
Mathematics and Science education have both grown in fertile
directions in different geographic regions. Yet, the mainstream
discourse in international handbooks does not lend voice to
developments in cognition, curriculum, teacher development,
assessment, policy and implementation of mathematics and science in
many countries. Paradoxically, in spite of advances in information
technology and the "flat earth" syndrome, old distinctions and
biases between different groups of researcher's persist. In
addition limited accessibility to conferences and journals also
contribute to this problem. The International Sourcebooks in
Mathematics and Science Education focus on under-represented
regions of the world and provides a platform for researchers to
showcase their research and development in areas within mathematics
and science education. The First Sourcebook on Asian Research in
Mathematics Education: China, Korea, Singapore, Japan, Malaysia and
India provides the first synthesized treatment of mathematics
education that has both developed and is now prominently emerging
in the Asian and South Asian world. The book is organized in
sections coordinated by leaders in mathematics education in these
countries and editorial teams for each country affiliated with
them. The purpose of unique sourcebook is to both consolidate and
survey the established body of research in these countries with
findings that have influenced ongoing research agendas and informed
practices in Europe, North America (and other countries) in
addition to serving as a platform to showcase existing research
that has shaped teacher education, curricula and policy in these
Asian countries. The book will serve as a standard reference for
mathematics education researchers, policy makers, practitioners and
students both in and outside Asia, and complement the Nordic and
NCTM perspectives.
In this volume, the authors address the development of students'
algebraic thinking in the elementary and middle school grades from
curricular, cognitive, and instructional perspectives. The volume
is also international in nature, thus promoting a global dialogue
on the topic of early Algebraization.
This unique book represents another concerted research effort
concerning Chinese mathematics education, with contributions from
the world's leading scholars and most active researchers. The book
presents the latest original research work with a particular focus
on the 'teaching' side of Chinese mathematics education to a wide
international audience. There are mainly three sections in the
book. The first section introduces readers to a historical and
contemporary perspective, respectively, on traditional mathematical
teaching in ancient China and on how modern Chinese mathematics
teachers teach and pursue their pre-service training and in-service
professional development. The second section presents studies
investigating a wide range of issues at both the macro- and
micro-levels on how Chinese mathematics teachers teach mathematics.
The third section focuses on Chinese mathematics teachers,
investigating issues about their knowledge, belief, teacher
training and professional development. Like its predecessor, How
Chinese Learn Mathematics: Perspectives from Insiders, this book is
a must for educational researchers, practitioners, and
policy-makers who are interested in knowing more about mathematics
teaching, teachers, teacher education and professional development
concerning Chinese teachers and learners.
In recent years, funding agencies like the Institute of Educational
Sciences and the National Science Foundation have increasingly
emphasized large-scale studies with experimental and
quasi-experimental designs looking for 'objective truths'.
Educational researchers have recently begun to use large-scale
studies to understand what really works, from developing
interventions, to validation studies of the intervention, and then
to efficacy studies and the final "scale-up" for large
implementation of an intervention. Moreover, modeling student
learning developmentally, taking into account cohort factors,
issues of socioeconomics, local political context and the presence
or absence of interventions requires the use of large data sets,
wherein these variables can be sampled adequately and inferences
made. Inroads in quantitative methods have been made in the
psychometric and sociometric literatures, but these methods are not
yet common knowledge in the mathematics education community. In
fact, currently there is no volume devoted to discussion of issues
related to large-scale studies and to report findings from them.
This volume is unique as it directly discusses methodological issue
in large-scale studies and reports empirical data from large-scale
studies.
The book has been written by an international group of very active
researchers and scholars who have a passion for the study of
Chinese mathematics education. It aims to provide readers with a
comprehensive and updated picture of the teaching and learning of
mathematics involving Chinese students from various perspectives,
including the ways in which Chinese students learn mathematics in
classrooms, schools and homes, the influence of the cultural and
social environment on Chinese students' mathematics learning, and
the strengths and weaknesses of the ways in which Chinese learn
mathematics. Furthermore, based on the relevant research findings,
the book explores the implications for mathematics education and
offers sound suggestions for reform and improvement. This book is a
must for anyone who is interested in the teaching and learning of
mathematics concerning Chinese learners.
The book has been written by an international group of very active
researchers and scholars who have a passion for the study of
Chinese mathematics education. It aims to provide readers with a
comprehensive and updated picture of the teaching and learning of
mathematics involving Chinese students from various perspectives,
including the ways in which Chinese students learn mathematics in
classrooms, schools and homes, the influence of the cultural and
social environment on Chinese students' mathematics learning, and
the strengths and weaknesses of the ways in which Chinese learn
mathematics. Furthermore, based on the relevant research findings,
the book explores the implications for mathematics education and
offers sound suggestions for reform and improvement. This book is a
must for anyone who is interested in the teaching and learning of
mathematics concerning Chinese learners.
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.
It argues that the main purpose of educational research is to
improve student learning, and that international comparative
studies are no exception.
In this volume, the authors address the development of students'
algebraic thinking in the elementary and middle school grades from
curricular, cognitive, and instructional perspectives. The volume
is also international in nature, thus promoting a global dialogue
on the topic of early Algebraization.
This book is about scientific inquiry. Designed for early and
mid-career researchers, it is a practical manual for conducting and
communicating high-quality research in (mathematics) education.
Based on the authors' extensive experience as researchers, as
mentors, and as members of the editorial team for the Journal for
Research in Mathematics Education (JRME), this book directly speaks
to researchers and their communities about each phase of the
process for conceptualizing, conducting, and communicating
high-quality research in (mathematics) education. In the late
2010s, both JRME and Educational Studies in Mathematics celebrated
50 years of publishing high-quality research in mathematics
education. Many advances in the field have occurred since the
establishment of these journals, and these anniversaries marked a
milestone in research in mathematics education. Indeed, fifty years
represents a small step for human history but a giant leap for
mathematics education. The educational research community in
general (and the mathematics education community in particular) has
strongly advocated for original research, placing great emphasis on
building knowledge and capacity in the field. Because it is an
interdisciplinary field, mathematics education has integrated means
and methods for scientific inquiry from multiple disciplines. Now
that the field is gaining maturity, it is a good time to take a
step back and systematically consider how mathematics education
researchers can engage in significant, impactful scientific
inquiry.
This book is about scientific inquiry. Designed for early and
mid-career researchers, it is a practical manual for conducting and
communicating high-quality research in (mathematics) education.
Based on the authors' extensive experience as researchers, as
mentors, and as members of the editorial team for the Journal for
Research in Mathematics Education (JRME), this book directly speaks
to researchers and their communities about each phase of the
process for conceptualizing, conducting, and communicating
high-quality research in (mathematics) education. In the late
2010s, both JRME and Educational Studies in Mathematics celebrated
50 years of publishing high-quality research in mathematics
education. Many advances in the field have occurred since the
establishment of these journals, and these anniversaries marked a
milestone in research in mathematics education. Indeed, fifty years
represents a small step for human history but a giant leap for
mathematics education. The educational research community in
general (and the mathematics education community in particular) has
strongly advocated for original research, placing great emphasis on
building knowledge and capacity in the field. Because it is an
interdisciplinary field, mathematics education has integrated means
and methods for scientific inquiry from multiple disciplines. Now
that the field is gaining maturity, it is a good time to take a
step back and systematically consider how mathematics education
researchers can engage in significant, impactful scientific
inquiry.
|
The First Sourcebook on Asian Research in Mathematics Education - China, Korea, Singapore, Japan, Malaysia and India -- Singapore, Japan, Malaysia, and India Sections (Paperback)
Bharath Sriraman, Jinfa Cai, Kyeong-Hwa Lee
|
R4,309
Discovery Miles 43 090
|
Out of stock
|
A volume in the International Sourcebooks in Mathematics and
Science Education Series Editor: Bharath Sriraman, The University
of Montana Mathematics and Science education have both grown in
fertile directions in different geographic regions. Yet, the
mainstream discourse in international handbooks does not lend voice
to developments in cognition, curriculum, teacher development,
assessment, policy and implementation of mathematics and science in
many countries. Paradoxically, in spite of advances in information
technology and the "flat earth" syndrome, old distinctions and
biases between different groups of researcher's persist. In
addition limited accessibility to conferences and journals also
contribute to this problem. The International Sourcebooks in
Mathematics and Science Education focus on under-represented
regions of the world and provides a platform for researchers to
showcase their research and development in areas within mathematics
and science education. The First Sourcebook on Asian Research in
Mathematics Education: China, Korea, Singapore, Japan, Malaysia and
India provides the first synthesized treatment of mathematics
education that has both developed and is now prominently emerging
in the Asian and South Asian world. The book is organized in
sections coordinated by leaders in mathematics education in these
countries and editorial teams for each country affiliated with
them. The purpose of unique sourcebook is to both consolidate and
survey the established body of research in these countries with
findings that have influenced ongoing research agendas and informed
practices in Europe, North America (and other countries) in
addition to serving as a platform to showcase existing research
that has shaped teacher education, curricula and policy in these
Asian countries. The book will serve as a standard reference for
mathematics education researchers, policy makers, practitioners and
students both in and outside Asia, and complement the Nordic and
NCTM perspectives. IAP
|
The First Sourcebook on Asian Research in Mathematics Education - China, Korea, Singapore, Japan, Malaysia and India (Paperback)
Bharath Sriraman, Jinfa Cai, Kyeong-Hwa Lee, Lianghuo Fan, Yoshinori Shimizu, …
|
R3,885
Discovery Miles 38 850
|
Out of stock
|
Mathematics and Science education have both grown in fertile
directions in different geographic regions. Yet, the mainstream
discourse in international handbooks does not lend voice to
developments in cognition, curriculum, teacher development,
assessment, policy and implementation of mathematics and science in
many countries. Paradoxically, in spite of advances in information
technology and the "flat earth" syndrome, old distinctions and
biases between different groups of researcher's persist. In
addition limited accessibility to conferences and journals also
contribute to this problem. The International Sourcebooks in
Mathematics and Science Education focus on under-represented
regions of the world and provides a platform for researchers to
showcase their research and development in areas within mathematics
and science education. The First Sourcebook on Asian Research in
Mathematics Education: China, Korea, Singapore, Japan, Malaysia and
India provides the first synthesized treatment of mathematics
education that has both developed and is now prominently emerging
in the Asian and South Asian world. The book is organized in
sections coordinated by leaders in mathematics education in these
countries and editorial teams for each country affiliated with
them. Thepurpose of unique sourcebook is to both consolidate and
survey the established body of research in these countries with
findings that have influenced ongoing research agendas and informed
practices in Europe, North America (and other countries) in
addition to serving as a platform to showcase existing research
that has shaped teacher education, curricula and policy in these
Asian countries. The book will serve as a standard reference for
mathematics education researchers, policy makers, practitioners
andstudents both in and outside Asia, and complement the Nordic and
NCTM perspectives.
|
The First Sourcebook on Asian Research in Mathematics Education - China, Korea, Singapore, Japan, Malaysia and India (Paperback, New)
Bharath Sriraman, Jinfa Cai, Kyeong-Hwa Lee, Fan Lianghuo, Yoshinori Shimuzu, …
|
R924
Discovery Miles 9 240
|
Out of stock
|
Mathematics and Science education have both grown in fertile
directions in different geographic regions. Yet, the mainstream
discourse in international handbooks does not lend voice to
developments in cognition, curriculum, teacher development,
assessment, policy and implementation of mathematics and science in
many countries. Paradoxically, in spite of advances in information
technology and the "flat earth" syndrome, old distinctions and
biases between different groups of researcher's persist. In
addition limited accessibility to conferences and journals also
contribute to this problem. The International Sourcebooks in
Mathematics and Science Education focus on under-represented
regions of the world and provides a platform for researchers to
showcase their research and development in areas within mathematics
and science education. The First Sourcebook on Asian Research in
Mathematics Education: China, Korea, Singapore, Japan, Malaysia and
India provides the first synthesized treatment of mathematics
education that has both developed and is now prominently emerging
in the Asian and South Asian world. The book is organized in
sections coordinated by leaders in mathematics education in these
countries and editorial teams for each country affiliated with
them. The purpose of unique sourcebook is to both consolidate and
survey the established body of research in these countries with
findings that have influenced ongoing research agendas and informed
practices in Europe, North America (and other countries) in
addition to serving as a platform to showcase existing research
that has shaped teacher education, curricula and policy in these
Asian countries. The book will serve as a standard reference for
mathematics education researchers, policy makers, practitioners and
students both in and outside Asia, and complement the Nordic and
NCTM perspectives.
A volume in the Chinese American Educational Research and
Development Association Book Series Series Editor Jinfa Cai,
University of Delaware The book is linked to the annual theme of
the 2008 CAERDA International Conference with contributing authors
serving as keynote speakers, invited panelists, paper presenters,
as well as specialists and educators in the field. The book
provides a most comprehensive description of and a theoretically
wellinformed and a scholarly cogent account of teaching and
learning Chinese in general and in the United States in particular.
It examines a wide range of important issues in Chinese teaching
and learning: current state in teaching Chinese as a Second
Language (TCSL) in the United States, US national standards for
learning foreign languages K-12, policy making about how to meet
the growing demand for Chinese language and cultural education with
regard to a national coordination of efforts, professional teacher
training in terms of the quantity and quality of Chinese language
teachers at all levels, promotion of early language learning,
characteristics of Chinese pedagogy, aspects of Chinese
linguistics, methods and methodology in teaching TCSL, techniques
and technology in Chinese language education, curriculum and
instruction in TCSL, cultural aspects of teaching Chinese as a
Second Language, issues in Chinese pedagogy, development of Chinese
as a Heritage Language (HL) and the issue of cultural identity for
bilingual/multilingual learners (particularly
bilingual/multilingual children), testing and evaluation in TCSL,
Chinese literacy and reading, approaches to instruction and program
design, etc.
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