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This book is for people who teach calculus – and especially for
people who teach student teachers, who will in turn teach calculus.
The calculus considered is elementary calculus of a single
variable. The book interweaves ideas for teaching with calculus
content and provides a reader-friendly overview of research on
learning and teaching calculus along with questions on educational
and mathematical discussion topics. Written by a group of
international authors with extensive experience in teaching and
research on learning/teaching calculus both at the school and
university levels, the book offers a variety of approaches to the
teaching of calculus so that you can decide the approach for you.
Topics covered include A history of calculus and how calculus
differs over countries today Making sense of limits and continuity,
differentiation, integration and the fundamental theorem of
calculus (chapters on these areas form the bulk of the book) The
ordering of calculus concepts (should limits come first?)
Applications of calculus (including differential equations). The
final chapter looks beyond elementary calculus. Recurring themes
across chapters include whether to take a limit or a
differential/infinitesimal approach to calculus and the use of
digital technology in the learning and teaching of calculus. This
book is essential reading for mathematics teacher trainers
everywhere.
This book is for people who teach calculus – and especially for
people who teach student teachers, who will in turn teach calculus.
The calculus considered is elementary calculus of a single
variable. The book interweaves ideas for teaching with calculus
content and provides a reader-friendly overview of research on
learning and teaching calculus along with questions on educational
and mathematical discussion topics. Written by a group of
international authors with extensive experience in teaching and
research on learning/teaching calculus both at the school and
university levels, the book offers a variety of approaches to the
teaching of calculus so that you can decide the approach for you.
Topics covered include A history of calculus and how calculus
differs over countries today Making sense of limits and continuity,
differentiation, integration and the fundamental theorem of
calculus (chapters on these areas form the bulk of the book) The
ordering of calculus concepts (should limits come first?)
Applications of calculus (including differential equations). The
final chapter looks beyond elementary calculus. Recurring themes
across chapters include whether to take a limit or a
differential/infinitesimal approach to calculus and the use of
digital technology in the learning and teaching of calculus. This
book is essential reading for mathematics teacher trainers
everywhere.
This book is an exploration of tools and mathematics and issues in
mathematics education related to tool use. The book has five parts.
The first part reflects on doing a mathematical task with different
tools, followed by a mathematician's account of tool use in his
work. The second considers prehistory and history: tools in the
development from ape to human; tools and mathematics in the ancient
world; tools for calculating; and tools in mathematics instruction.
The third part opens with a broad review of technology and
intellectual trends, circa 1970, and continues with three case
studies of approaches in mathematics education and the place of
tools in these approaches. The fourth part considers issues related
to mathematics instructions: curriculum, assessment and policy; the
calculator debate; mathematics in the real world; and teachers' use
of technology. The final part looks to the future: task and tool
design and new forms of activity via connectivity and computer
games.
This book presents the main research veins developed within the
framework of the Anthropological Theory of the Didactic (ATD), a
paradigm that originated in French didactics of mathematics. While
a great number of publications on ATD are available in French and
Spanish, Working with the Anthropological Theory of the Didactic in
Mathematics Education is the first directed at English-speaking
international audiences. Written and edited by leading researchers
in ATD, the book covers all aspects of ATD theory and practice,
including teaching applications. The chapters feature the most
relevant and recent investigations presented at the 6th
international conference on the ATD, offering a unique opportunity
for an international audience interested in the study of
mathematics teaching and learning to keep in touch with advances in
educational research. The book is divided into four sections and
the contributions explore key topics such as: The core concept of
'praxeology', including its development and functionalities The
need for new teaching praxeologies in the paradigm of questioning
the world The impact of ATD on the teaching profession and the
education of teachers This is the second volume in the New
Perspectives on Research in Mathematics Education. This
comprehensive casebook is an indispensable resource for
researchers, teachers and graduate students around the world.
This book presents the main research veins developed within the
framework of the Anthropological Theory of the Didactic (ATD), a
paradigm that originated in French didactics of mathematics. While
a great number of publications on ATD are available in French and
Spanish, Working with the Anthropological Theory of the Didactic in
Mathematics Education is the first directed at English-speaking
international audiences. Written and edited by leading researchers
in ATD, the book covers all aspects of ATD theory and practice,
including teaching applications. The chapters feature the most
relevant and recent investigations presented at the 6th
international conference on the ATD, offering a unique opportunity
for an international audience interested in the study of
mathematics teaching and learning to keep in touch with advances in
educational research. The book is divided into four sections and
the contributions explore key topics such as: The core concept of
'praxeology', including its development and functionalities The
need for new teaching praxeologies in the paradigm of questioning
the world The impact of ATD on the teaching profession and the
education of teachers This is the second volume in the New
Perspectives on Research in Mathematics Education. This
comprehensive casebook is an indispensable resource for
researchers, teachers and graduate students around the world.
If you want to know what anthropology is, look at what anthropologists do. This Very Short Introduction to Social and Cultural Anthropology combines an accessible account of some of the disciplines guiding principles and methodology with abundant examples and illustrations of anthropologists at work. Peter Just and John Monaghan begin by discussing anthropologys most important contributions to modern thought: its investigation of culture as a distinctively human characteristic, its doctrine of cultural relativism, and its methodology of fieldwork and ethnography. They then examine specific ways in which social and cultural anthropology have advanced our understanding of human society and culture, drawing on examples from their own fieldwork. The book ends with an assessment of anthropologys present position, and a look forward to its likely future.
This book is an exploration of tools and mathematics and issues in
mathematics education related to tool use. The book has five parts.
The first part reflects on doing a mathematical task with different
tools, followed by a mathematician's account of tool use in his
work. The second considers prehistory and history: tools in the
development from ape to human; tools and mathematics in the ancient
world; tools for calculating; and tools in mathematics instruction.
The third part opens with a broad review of technology and
intellectual trends, circa 1970, and continues with three case
studies of approaches in mathematics education and the place of
tools in these approaches. The fourth part considers issues related
to mathematics instructions: curriculum, assessment and policy; the
calculator debate; mathematics in the real world; and teachers' use
of technology. The final part looks to the future: task and tool
design and new forms of activity via connectivity and computer
games.
This is a reproduction of a book published before 1923. This book
may have occasional imperfections such as missing or blurred pages,
poor pictures, errant marks, etc. that were either part of the
original artifact, or were introduced by the scanning process. We
believe this work is culturally important, and despite the
imperfections, have elected to bring it back into print as part of
our continuing commitment to the preservation of printed works
worldwide. We appreciate your understanding of the imperfections in
the preservation process, and hope you enjoy this valuable book.
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