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This book presents current perspectives on theoretical and
empirical issues related to the teaching and learning of geometry
at secondary schools. It contains chapters contributing to three
main areas. A first set of chapters examines mathematical,
epistemological, and curricular perspectives. A second set of
chapters presents studies on geometry instruction and teacher
knowledge, and a third set of chapters offers studies on geometry
thinking and learning. Specific research topics addressed also
include teaching practice, learning trajectories, learning
difficulties, technological resources, instructional design,
assessments, textbook analyses, and teacher education in geometry.
Geometry remains an essential and critical topic in school
mathematics. As they learn geometry, students develop essential
mathematical thinking and visualization skills and learn a language
that helps them relate to and interact with the physical world.
Geometry has traditionally been included as a subject of study in
secondary mathematics curricula, but it has also featured as a
resource in out-of-school problem solving, and has been connected
to various human activities such as sports, games, and artwork.
Furthermore, geometry often plays a role in teacher preparation,
undergraduate mathematics, and at the workplace. New technologies,
including dynamic geometry software, computer-assisted design
software, and geometric positioning systems, have provided more
resources for teachers to design environments and tasks in which
students can learn and use geometry. In this context, research on
the teaching and learning of geometry will continue to be a key
element on the research agendas of mathematics educators, as
researchers continue to look for ways to enhance student learning
and to understand student thinking and teachers' decision making.
This book is a friendly and complete introduction to one of the
most comprehensive contemporary theories of mathematics teaching
and learning. By focusing on mathematical work performed by
students and teachers during mathematics session, the theory of
Mathematical Workings Spaces (MWS) has opened up new perspectives
and avenues on mathematics education and mathematical thinking. In
particular, it enables the identification of students' knowledge
production processes and helps teachers to shape them. The first
part of the book explores the heart of the theory and aims to
further describe and understand epistemological and cognitive
aspects of mathematical work. The second part develops the
different MWS dedicated to observing how this work depends on the
expectations of educational systems, how it is formed and taught,
and how individuals appropriate it. In the last part, some
applications and perspectives are discussed regarding topics of
major importance today in mathematics education which relate to
technological and digital tools, teacher training and modeling
activities. In line with the spirit of the theory, the book was
written to reflect the conceptual unity at the heart of the theory
of MWS and, at the same time, to show the freedom and diversity of
approaches given space therein. Written for researchers and
professionals in mathematics education, it offers plenty of
concrete examples from different educational systems around the
world to illustrate the theoretical concepts and show the
applicability of the theory to practice and research.
This book is a friendly and complete introduction to one of the
most comprehensive contemporary theories of mathematics teaching
and learning. By focusing on mathematical work performed by
students and teachers during mathematics session, the theory of
Mathematical Workings Spaces (MWS) has opened up new perspectives
and avenues on mathematics education and mathematical thinking. In
particular, it enables the identification of students' knowledge
production processes and helps teachers to shape them. The first
part of the book explores the heart of the theory and aims to
further describe and understand epistemological and cognitive
aspects of mathematical work. The second part develops the
different MWS dedicated to observing how this work depends on the
expectations of educational systems, how it is formed and taught,
and how individuals appropriate it. In the last part, some
applications and perspectives are discussed regarding topics of
major importance today in mathematics education which relate to
technological and digital tools, teacher training and modeling
activities. In line with the spirit of the theory, the book was
written to reflect the conceptual unity at the heart of the theory
of MWS and, at the same time, to show the freedom and diversity of
approaches given space therein. Written for researchers and
professionals in mathematics education, it offers plenty of
concrete examples from different educational systems around the
world to illustrate the theoretical concepts and show the
applicability of the theory to practice and research.
This book highlights the contribution of artificial intelligence
for mathematics education. It provides concrete ideas supported by
mathematical work obtained through dynamic international
collaboration, and discusses the flourishing of new mathematics in
the contemporary world from a sustainable development perspective.
Over the past thirty years, artificial intelligence has gradually
infiltrated all facets of society. When it is deployed in
interaction with the human designer or user, AI certainly raises
new ethical questions. But as soon as it aims to augment
intelligence in a kind of human-machine partnership, it goes to the
heart of knowledge development and the very performance of work.
The proposed themes and the sections of the book address original
issues relating to the creation of AI milieus to work on
mathematics, to the AI-supported learning of mathematics and to the
coordination of " usual " paper/pencil techniques and " new "
AI-aided educational working spaces. The authors of the book and
the coordinators of each section are all established specialists in
mathematics didactics, mathematics and computer science. In
summary, this book is a must-read for everyone interested in the
teaching and learning of mathematics, and it concerns the
interaction between the human and the machine in both directions.
It contains ideas, questions and inspiration that invite to take up
the challenge of Artificial Intelligence contributing to
Mathematical Human Learning.
This book presents current perspectives on theoretical and
empirical issues related to the teaching and learning of geometry
at secondary schools. It contains chapters contributing to three
main areas. A first set of chapters examines mathematical,
epistemological, and curricular perspectives. A second set of
chapters presents studies on geometry instruction and teacher
knowledge, and a third set of chapters offers studies on geometry
thinking and learning. Specific research topics addressed also
include teaching practice, learning trajectories, learning
difficulties, technological resources, instructional design,
assessments, textbook analyses, and teacher education in geometry.
Geometry remains an essential and critical topic in school
mathematics. As they learn geometry, students develop essential
mathematical thinking and visualization skills and learn a language
that helps them relate to and interact with the physical world.
Geometry has traditionally been included as a subject of study in
secondary mathematics curricula, but it has also featured as a
resource in out-of-school problem solving, and has been connected
to various human activities such as sports, games, and artwork.
Furthermore, geometry often plays a role in teacher preparation,
undergraduate mathematics, and at the workplace. New technologies,
including dynamic geometry software, computer-assisted design
software, and geometric positioning systems, have provided more
resources for teachers to design environments and tasks in which
students can learn and use geometry. In this context, research on
the teaching and learning of geometry will continue to be a key
element on the research agendas of mathematics educators, as
researchers continue to look for ways to enhance student learning
and to understand student thinking and teachers' decision making.
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