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This book focuses on issues related to mathematics teaching and
learning resources, including mathematics textbooks, teacher
guides, student learning and assessment materials, and online
resources. The book highlights various theoretical and
methodological approaches used to study teaching and learning
resources, and addresses the areas of resources, teachers, and
students at an international level. As for the resources, the book
examines the role textbooks and other curricular or learning
resources play in mathematics teaching, learning, and assessment.
It asks questions such as: Could we consider different types of
textbooks and roles they play in teaching and learning? How does
the digitalization of information and communication affect these
roles? What are defining features of e-textbooks, and how could we
characterize the differences between the traditional textbooks and
e-textbooks? As for the teachers, the book discusses the
relationships between teachers' individual and collective
resources, and the way in which we could model such relationships.
Specific questions addressed are: What is the role of teachers in
developing textbooks and other teaching and learning materials?
What are the relationships between resource designers and users?
What are the consequences of these changing roles and relationships
for the teaching of mathematics, and for teacher knowledge and
professional development? As for the students, the book explores
how students, as well as their teachers, interact through
resources. It raises and addresses questions such as: What are the
effects of modern ICT (particularly internet) on students' use and
the design of resources? How do changing patterns of use and design
affect student behaviour, learning, and relationships to the
subject of mathematics?
This book focuses on issues related to mathematics teaching and
learning resources, including mathematics textbooks, teacher
guides, student learning and assessment materials, and online
resources. The book highlights various theoretical and
methodological approaches used to study teaching and learning
resources, and addresses the areas of resources, teachers, and
students at an international level. As for the resources, the book
examines the role textbooks and other curricular or learning
resources play in mathematics teaching, learning, and assessment.
It asks questions such as: Could we consider different types of
textbooks and roles they play in teaching and learning? How does
the digitalization of information and communication affect these
roles? What are defining features of e-textbooks, and how could we
characterize the differences between the traditional textbooks and
e-textbooks? As for the teachers, the book discusses the
relationships between teachers' individual and collective
resources, and the way in which we could model such relationships.
Specific questions addressed are: What is the role of teachers in
developing textbooks and other teaching and learning materials?
What are the relationships between resource designers and users?
What are the consequences of these changing roles and relationships
for the teaching of mathematics, and for teacher knowledge and
professional development? As for the students, the book explores
how students, as well as their teachers, interact through
resources. It raises and addresses questions such as: What are the
effects of modern ICT (particularly internet) on students' use and
the design of resources? How do changing patterns of use and design
affect student behaviour, learning, and relationships to the
subject of mathematics?
The diversity of research domains and theories in the field of
mathematics education has been a permanent subject of discussions
from the origins of the discipline up to the present. On the one
hand the diversity is regarded as a resource for rich scientific
development on the other hand it gives rise to the often repeated
criticism of the discipline's lack of focus and identity. As one
way of focusing on core issues of the discipline the book seeks to
open up a discussion about fundamental ideas in the field of
mathematics education that permeate different research domains and
perspectives. The book addresses transformation as one fundamental
idea in mathematics education and examines it from different
perspectives. Transformations are related to knowledge, related to
signs and representations of mathematics, related to concepts and
ideas, and related to instruments for the learning of mathematics.
The book seeks to answer the following questions: What do we know
about transformations in the different domains? What kinds of
transformations are crucial? How is transformation in each case
conceptualized?
The diversity of research domains and theories in the field of
mathematics education has been a permanent subject of discussions
from the origins of the discipline up to the present. On the one
hand the diversity is regarded as a resource for rich scientific
development on the other hand it gives rise to the often repeated
criticism of the discipline s lack of focus and identity. As one
way of focusing on core issues of the discipline the book seeks to
open up a discussion about fundamental ideas in the field of
mathematics education that permeate different research domains and
perspectives. The book addresses transformation as one fundamental
idea in mathematics education and examines it from different
perspectives. Transformations are related to knowledge, related to
signs and representations of mathematics, related to concepts and
ideas, and related to instruments for the learning of mathematics.
The book seeks to answer the following questions: What do we know
about transformations in the different domains? What kinds of
transformations are crucial? How is transformation in each case
conceptualized?"
Sebastian Rezat stellt eine Grounded-Theory-Studie zur Nutzung des
Mathematikbuches durch Schuler der Jahrgangsstufen sechs und zwolf
zweier Gymnasien vor. Er untersucht, wie Schuler das
Mathematikschulbuch als Instrument zum Lernen von Mathematik
verwenden und welche Faktoren die Nutzung beeinflussen."
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