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This volume traces back the history of interaction between the
"computational" or "algorithmic" aspects of elementary mathematics
and mathematics education throughout ages. More specifically, the
examples of mathematical practices analyzed by the historians of
mathematics and mathematics education who authored the chapters in
the present collection show that the development (and, in some
cases, decline) of counting devices and related computational
practices needs to be considered within a particular context to
which they arguably belonged, namely, the context of mathematics
instruction; in their contributions the authors also explore the
role that the instruments played in formation of didactical
approaches in various mathematical traditions, stretching from
Ancient Mesopotamia to the 20th century Europe and North America.
This volume provides new insights on creativity while focusing on
innovative methodological approaches in research and practice of
integrating technological tools and environments in mathematics
teaching and learning. This work is being built on the discussions
at the mini-symposium on Creativity and Technology at the
International Conference on Mathematical Creativity and Giftedness
(ICMCG) in Denver, USA (2014), and other contributions to the
topic. The book emphasizes a diversity of views, a variety of
contexts, angles and cultures of thought, as well as mathematical
and educational practices. The authors of each chapter explore the
potential of technology to foster creative and divergent
mathematical thinking, problem solving and problem posing, creative
use of dynamic, multimodal and interactive software by teachers and
learners, as well as other digital media and tools while widening
and enriching transdisciplinary and interdisciplinary connections
in mathematics classroom. Along with ground-breaking innovative
approaches, the book aims to provide researchers and practitioners
with new paths for diversification of opportunities for all
students to become more creative and innovative mathematics
learners. A framework for dynamic learning conditions of leveraging
mathematical creativity with technology is an outcome of the book
as well.
Interdisciplinarity has become increasingly important for emergent
professions of the 21st century yet there is a dearth of systematic
studies aimed at implementing it in the school and university
curricula. The Mathematics and its Connections to the Arts and
Sciences (MACAS ) group places Mathematics as a vehicle through
which deep and meaningful connections can be forged with the Arts
and the Sciences and as a means of promoting interdisciplinary and
transdisciplinary thinking traits amongst students. The Third
International Symposium held by the MACAS group in Moncton, Canada
in 2009 included numerous initiatives and ideas for
interdisciplinarity that are implementable in both the school and
university setting. The chapters in this book cover
interdisciplinary links with mathematics found in the domains of
culture, art, aesthetics, music, cognition, history, philosophy,
engineering, technology and science with contributors from Canada,
U.S, Denmark, Germany, Mexico, Iran and Poland amongst others.
This first book in the series will describe the Net Generation as
visual learners who thrive when surrounded with new technologies
and whose needs can be met with the technological innovations.
These new learners seek novel ways of studying, such as
collaborating with peers, multitasking, as well as use of
multimedia, the Internet, and other Information and Communication
Technologies. Here we present mathematics as a contemporary subject
that is engaging, exciting and enlightening in new ways. For
example, in the distributed environment of cyber space, mathematics
learners play games, watch presentations on YouTube, create Java
applets of mathematics simulations and exchange thoughts over the
Instant Messaging tool. How should mathematics education resonate
with these learners and technological novelties that excite them?
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Interdisciplinarity, Creativity, and Learning - Mathematics with Literature, Paradoxes, History, Technology, and Modeling (Hardcover, New)
Bharath Sriraman, Viktor Freiman, Nicole Lirette-Pitre; Series edited by Bharath Sriraman
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R3,001
Discovery Miles 30 010
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Ships in 12 - 17 working days
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A Volume in The Montana Mathematics Enthusiast: Monograph Series in
Mathematics EducationSeries Editor Bharath Sriraman, The University
of MontanaInterdisciplinarity is increasingly viewed as a necessary
ingredient in the training of future oriented 21st century
disciplinesthat rely on both analytic and synthetic abilities
across disciplines. Nearly every curricular document or vision
statement ofschools and universities include a call for promoting
creativity in students. Yet the construct of creativity and
giftednessacross disciplines remains elusive in the sense that the
prototypical examples of such work come from eminent scientists,
artists and mathematicians, and little if any work has been
conducted with non-eminent individuals. This monograph is anattempt
to fill this gap by putting forth the view that interdisciplinarity
and creativity are related constructs, and that thecultivation of
domain general creativity is possible. Mathematics has historically
been anchored to numerous disciplineslike theology, natural
philosophy, culture and art, allowing for a flexibility of thought
that is difficult to cultivate in otherdisciplines. In this
monograph, the numerous chapters from Australia, U.S.A., Canada,
Cyprus, Denmark and Japanprovide a compelling illustration of the
intricate connection of mathematics with literature, paradoxes,
history, technologyand modeling, thus serving as a conduit for
interdisciplinarity, creativity and learning to occur.
This volume provides new insights on creativity while focusing on
innovative methodological approaches in research and practice of
integrating technological tools and environments in mathematics
teaching and learning. This work is being built on the discussions
at the mini-symposium on Creativity and Technology at the
International Conference on Mathematical Creativity and Giftedness
(ICMCG) in Denver, USA (2014), and other contributions to the
topic. The book emphasizes a diversity of views, a variety of
contexts, angles and cultures of thought, as well as mathematical
and educational practices. The authors of each chapter explore the
potential of technology to foster creative and divergent
mathematical thinking, problem solving and problem posing, creative
use of dynamic, multimodal and interactive software by teachers and
learners, as well as other digital media and tools while widening
and enriching transdisciplinary and interdisciplinary connections
in mathematics classroom. Along with ground-breaking innovative
approaches, the book aims to provide researchers and practitioners
with new paths for diversification of opportunities for all
students to become more creative and innovative mathematics
learners. A framework for dynamic learning conditions of leveraging
mathematical creativity with technology is an outcome of the book
as well.
This open access Topical Survey offers a brief overview of the
current state of research on and activities for mathematically
gifted students around the world. This is of interest to a broad
readership, including educational researchers, research
mathematicians, mathematics teachers, teacher educators, curriculum
designers, doctoral students, and other stakeholders. It first
discusses research concerning the nature of mathematical
giftedness, including theoretical frameworks and methodologies that
are helpful in identifying and/or creating mathematically gifted
students, which is described in this section. It also focuses on
research on and the development of mathematical talent and
innovation in students, including connections between cognitive,
social and affective aspects of mathematically gifted students.
Exemplary teaching and learning practices, curricula and a variety
of programs that contribute to the development of mathematical
talent, gifts, and passion are described as well as the pedagogy
and mathematics content suitable for educating pre-service and
in-service teachers of mathematically gifted students. The final
section provides a brief summary of the paper along with
suggestions for the research, activities, and resources that should
be available to support mathematically gifted students and their
teachers, parents, and other stakeholders.
This first book in the series will describe the Net Generation as
visual learners who thrive when surrounded with new technologies
and whose needs can be met with the technological innovations.
These new learners seek novel ways of studying, such as
collaborating with peers, multitasking, as well as use of
multimedia, the Internet, and other Information and Communication
Technologies. Here we present mathematics as a contemporary subject
that is engaging, exciting and enlightening in new ways. For
example, in the distributed environment of cyber space, mathematics
learners play games, watch presentations on YouTube, create Java
applets of mathematics simulations and exchange thoughts over the
Instant Messaging tool. How should mathematics education resonate
with these learners and technological novelties that excite them?
This book celebrates the 15th anniversary of the bi-annual
symposium series Mathematics and its Connections to the Arts and
Sciences (MACAS), which was first held in 2005 following the
continued collaboration of an international group of researchers
from ICME Topic Study Group 21. The MACAS-conferences bring
together scientists and educators who are interested in the
connection between mathematics, arts and science in educational
curriculum, while emphasizing on, as well as researching about, the
role of mathematics. By pooling together these different approaches
and viewpoints between mathematics, arts and sciences, this book
reveals possible synergies and paths for collaborations. In view of
the challenges of the 21st century, a modern approach to education
with a focus on multi- and interdisciplinarity is more important
than ever. The role of mathematics assumes a key role in this
approach as it is connected to all other disciplines, such as STEM
education, physics, chemistry, biology, aesthetics and language,
and can serve as a bridge between them. This book discusses,
amongst others, the curricular approaches to integrate mathematics
and other disciplines, the importance of mathematical modelling and
the interdisciplinarity ways for learning and studying of
mathematics, as well as the intercultural dimensions of mathematics
and mathematics in the digital era. All topics will be presented
from very different perspectives and regarding very different
contexts, including digitization, culture and sustainability. This
unique collection will serve as a very valuable and compact source
for all above mentioned scientists and educators, as well as for
use in advanced teacher education courses.
Interdisciplinarity has become increasingly important for emergent
professions of the 21st century yet there is a dearth of systematic
studies aimed at implementing it in the school and university
curricula. The Mathematics and its Connections to the Arts and
Sciences (MACAS ) group places Mathematics as a vehicle through
which deep and meaningful connections can be forged with the Arts
and the Sciences and as a means of promoting interdisciplinary and
transdisciplinary thinking traits amongst students. The Third
International Symposium held by the MACAS group in Moncton, Canada
in 2009 included numerous initiatives and ideas for
interdisciplinarity that are implementable in both the school and
university setting. The chapters in this book cover
interdisciplinary links with mathematics found in the domains of
culture, art, aesthetics, music, cognition, history, philosophy,
engineering, technology and science with contributors from Canada,
U.S, Denmark, Germany, Mexico, Iran and Poland amongst others.
Our study aims to develop an operational model for the
identification and fostering of mathematically gifted students at
the regular elementary classroom. It reflects seven years of
experience in teaching of challenging mathematics curriculum to
Kindergarten through Grade 6 children having various levels of
abilities. In our analysis of lessons, we discussed two questions:
How to interpret young children's mathematical work in terms of
mathematical giftedness? and What kind of didactical situations are
favourable in order to foster mathematical abilities? In the search
for efficient inclusive teaching strategies, we developed a
theoretical framework based on the model of the 'challenging
situations approach'. On the basis of classroom observations and
examples of students' solutions of challenging mathematical tasks,
we identified several characteristics of mathematical giftedness,
such as mathematical precocity, thinking in concepts and
relationships, high motivation and perseverance, systemic and
reflective mind, as well as seeing the world with 'mathematical
eyes'. Recommendations for research and practice are also given.
|
Interdisciplinarity, Creativity, and Learning - Mathematics with Literature, Paradoxes, History, Technology, and Modeling (Paperback, New)
Bharath Sriraman, Viktor Freiman, Nicole Lirette-Pitre; Series edited by Bharath Sriraman
|
R1,364
Discovery Miles 13 640
|
Out of stock
|
A Volume in The Montana Mathematics Enthusiast: Monograph Series in
Mathematics EducationSeries Editor Bharath Sriraman, The University
of MontanaInterdisciplinarity is increasingly viewed as a necessary
ingredient in the training of future oriented 21st century
disciplinesthat rely on both analytic and synthetic abilities
across disciplines. Nearly every curricular document or vision
statement ofschools and universities include a call for promoting
creativity in students. Yet the construct of creativity and
giftednessacross disciplines remains elusive in the sense that the
prototypical examples of such work come from eminent scientists,
artists and mathematicians, and little if any work has been
conducted with non-eminent individuals. This monograph is anattempt
to fill this gap by putting forth the view that interdisciplinarity
and creativity are related constructs, and that thecultivation of
domain general creativity is possible. Mathematics has historically
been anchored to numerous disciplineslike theology, natural
philosophy, culture and art, allowing for a flexibility of thought
that is difficult to cultivate in otherdisciplines. In this
monograph, the numerous chapters from Australia, U.S.A., Canada,
Cyprus, Denmark and Japanprovide a compelling illustration of the
intricate connection of mathematics with literature, paradoxes,
history, technologyand modeling, thus serving as a conduit for
interdisciplinarity, creativity and learning to occur.
|
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