Second Handbook of Research on Mathematics Teaching and Learning

2007
 |  Education
Second Handbook of Research on Mathematics Teaching and Learning

Author: Frank K. Lester

Publisher: Information Age Pub Incorporated

ISBN: UOM:39015073923420

Category: Education

Page: 722

View: 760

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An update to the original 1992 publication, this two-volume set unites current research to provide new conceptualizations of research problems, and to suggest possible research programs to move the field forward. In studying the existing research, the authors found that the community has maintained its focus on problems of learning, teaching, teacher education, assessment, technology, and social and cultural aspects of mathematics education, while some new areas of interest have emerged or been expanded. This set allows educators to step back and look at each of these areas to see where mathematics education research has been and where it should be going to enable the field to answer the questions about education that practitioners, policy makers, and politicians are asking.

Second Handbook of Research on Mathematics Teaching and Learning

2007-02-01
 |  Education
Second Handbook of Research on Mathematics Teaching and Learning

Author: Frank K. Lester

Publisher: IAP

ISBN: 9781607527091

Category: Education

Page: 725

View: 907

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The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.

The Second Handbook of Research on the Psychology of Mathematics Education

2016-07-23
 |  Education
The Second Handbook of Research on the Psychology of Mathematics Education

Author: Ángel Gutiérrez

Publisher: Springer

ISBN: 9789463005616

Category: Education

Page: 558

View: 281

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Since its establishment in 1976, PME (The International Group for the Psychology of Mathematics Education) is serving as a much sought after venue for scientific debate among those at the cutting edge of the field, as well as an engine for the development of research in mathematics education. A wide range of research activities conducted over the last ten years by PME members and their colleagues are documented and critically reviewed in this handbook, released to celebrate the Group’s 40 year anniversary milestone. The book is divided into four main sections: Cognitive aspects of learning and teaching content areas; Cognitive aspects of learning and teaching transverse areas; Social aspects of learning and teaching mathematics; and Professional aspects of teaching mathematics. The selection for each chapter of a team of at least two authors, mostly located in different parts of the world, ensured effective coverage of each field. High quality was further enhanced by the scrupulous review of early chapter drafts by two leaders in the relevant field. The resulting volume with its compilation of the most relevant aspects of research in the field, and its emphasis on trends and future developments, will be a rich and welcome resource for both mature and emerging researchers in mathematics education.

Handbook of International Research in Mathematics Education

2010-04-02
 |  Education
Handbook of International Research in Mathematics Education

Author: Lyn D. English

Publisher: Routledge

ISBN: 9781135192761

Category: Education

Page: 942

View: 649

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This book brings together mathematics education research that makes a difference in both theory and practice - research that anticipates problems and needed knowledge before they become impediments to progress.

The Handbook of Mathematics Teacher Education: Volume 1

2008-01-01
 |  Education
The Handbook of Mathematics Teacher Education: Volume 1

Author:

Publisher: BRILL

ISBN: 9789087905439

Category: Education

Page: 330

View: 789

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Knowledge and Beliefs in Mathematics Teaching and Teaching Development addresses the “what” of mathematics teacher education, meaning knowledge for mathematics teaching and teaching development and consideration of associated beliefs.

The Handbook of Mathematics Teacher Education: Volume 2

2008-01-01
 |  Education
The Handbook of Mathematics Teacher Education: Volume 2

Author:

Publisher: BRILL

ISBN: 9789087905460

Category: Education

Page: 364

View: 535

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The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 2, Tools and Processes in Mathematics Teacher Education, focuses on the “how” of mathematics teacher education.

Affect in Mathematical Modeling

2019-06-03
 |  Education
Affect in Mathematical Modeling

Author: Scott A. Chamberlin

Publisher: Springer

ISBN: 9783030044329

Category: Education

Page: 325

View: 918

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In the book, the relationship between affect and modeling is discussed because, as educational psychologists have suggested for decades, affect directly influences achievement. Moreover, given the importance of mathematical modeling and the applications to high level mathematics, it provides the field of mathematics psychology with insight regarding affect, in relation to mathematical modeling. By doing so it helps determine the degree to which understanding of mathematics and understanding affect in mathematical modeling episodes may have a direct effect on cognition.

Second International Handbook of Mathematics Education

2012-02-02
 |  Education
Second International Handbook of Mathematics Education

Author: Alan Bishop

Publisher: Springer Science & Business Media

ISBN: 9789401002738

Category: Education

Page: 982

View: 948

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ALAN 1. BISHOP The first International Handbook on Mathematics Education was published by Kluwer Academic Publishers in 1996. However, most of the writing for that handbook was done in 1995 and generally reflected the main research and development foci prior to 1994. There were four sections, 36 chapters, and some 150 people contributed to the final volume either as author, reviewer, editor, or critical friend. The task was a monumental one, attempting to cover the major research and practice developments in the international field of mathematics education as it appeared to the contributors in 1995. Inevitably there were certain omissions, some developments were only starting to emerge, and some literatures were only sketchy and speculative. However that Handbook has had to be reprinted three times, so it clearly fulfilled a need and I personally hope that it lived up to what I wrote in its Introduction: The Handbook thus attempts not merely to present a description of the international 'state-of-the-field', but also to offer synthetic and reflective overviews on the different directions being taken by the field, on the gaps existing in our present knowledge, on the current problems being faced, and on the future possibilities for development. (Bishop et aI. , 1996) Since that time there has been even more activity in our field, and now seems a good time to take stock again, to reflect on what has happened since 1995, and to create a second Handbook with the same overall goals.

Teaching and Learning Secondary School Mathematics

2018-10-24
 |  Education
Teaching and Learning Secondary School Mathematics

Author: Ann Kajander

Publisher: Springer

ISBN: 9783319923901

Category: Education

Page: 695

View: 848

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This volume brings together recent research and commentary in secondary school mathematics from a breadth of contemporary Canadian and International researchers and educators. It is both representative of mathematics education generally, as well as unique to the particular geography and culture of Canada. The chapters address topics of broad applicability such as technology in learning mathematics, recent interest in social justice contexts in the learning of mathematics, as well as Indigenous education. The voices of classroom practitioners, the group ultimately responsible for implementing this new vision of mathematics teaching and learning, are not forgotten. Each section includes a chapter written by a classroom teacher, making this volume unique in its approach. We have much to learn from one another, and this volume takes the stance that the development of a united vision, supported by both research and professional dialog, provides the first step.

Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education

2011-07-31
 |  Education
Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education

Author: Carmen Batanero

Publisher: Springer Science & Business Media

ISBN: 940071131X

Category: Education

Page: 425

View: 438

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Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education. Oriented to analyse the teaching of statistics in school and to recommend improvements in the training of mathematics teachers to encourage success in preparing statistically literate students, the volume provides a picture of the current situation in both the teaching of school statistics and the pre-service education of mathematics teachers. A primary goal of Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education is to describe the essential elements of statistics, teacher’s professional knowledge and their learning experiences. Moreover, a research agenda that invites new research, while building from current knowledge, is developed. Recommendations about strategies and materials, available to train prospective teachers in university and in-service teachers who have not been adequately prepared, are also accessible to the reader.

Doing the Scholarship of Teaching and Learning in Mathematics

2014-11-03
 |  Mathematics
Doing the Scholarship of Teaching and Learning in Mathematics

Author: Jacqueline M. Dewar

Publisher: The Mathematical Association of America

ISBN: 9780883851937

Category: Mathematics

Page: 227

View: 727

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The Scholarship of Teaching and Learning (SoTL) movement encourages faculty to view teaching “problems” as invitations to conduct scholarly investigations. In this growing field of inquiry faculty bring their disciplinary knowledge and teaching experience to bear on questions of teaching and learning. They systematically gather evidence to develop and support their conclusions. The results are to be peer reviewed and made public for others to build on. This Notes volume is written expressly for collegiate mathematics faculty who want to know more about conducting scholarly investigations into their teaching and their students’ learning. Envisioned and edited by two mathematics faculty, the volume serves as a how-to guide for doing SoTL in mathematics.

Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS

2015-08-03
 |  Education
Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS

Author: Kirsti Klette

Publisher: Springer

ISBN: 9783319173023

Category: Education

Page: 193

View: 635

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This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, it analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of the Norwegian PISA results in order to understand how teaching and learning in science, mathematics and reading can be improved. Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students’ socioeconomic background, class size, classroom climate, and teachers’ experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students’ active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies. The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students’ learning.​