Îïèñàíèå: This volume reports on an empirical study with 70 research mathematicians, 35 females and 35 males. The purpose of the study was to explore how these mathematicians came to know mathematics and to match their descriptions against a theoretical model of coming to know mathematics derived from the literature of the history, philosophy and sociology of science and mathematics. The assumption underlying the research was that, when researching, mathematicians are learning and, consequently, their experiences are valid for less sophisticated learners in classrooms. The study provided major surprises particularly with respect to the mathematical thinking of the mathematicians and to the ways in which they organised their practices. It also contradicted long-standing stereotypes. This book applies the learning from the study to learning and teaching mathematics. It offers a rationale, based on the practices of research mathematicians, to support and encourage recent school-based developments in the learning of mathematics through enquiry. The book will be of interest to mathematicians, mathematics educators, teacher educators (mathematics), and higher degree students of mathematics education.

Îïèñàíèå: Written for mathematics teachers of students in grades 9-12, this title contains examples, strategies, activities, and lessons to help students understand and communicate mathematical concepts. It also outlines the progression of axiomatic geometry through transformational geometry and shows the differences in visual thinking that have occurred.

Îïèñàíèå: Mathematics can sometimes cause the most concern for teachers of children with severe and profound learning difficulties. This work gives guidance on creating a continuum of assessment and recording that can cover the wide range of abilities of pupils in special schools.

Àâòîð: Mumme, Judith Carroll, Cathy Íàçâàíèå: Learning to lead mathematics professional development ISBN: 141291504X ISBN-13(EAN): 9781412915045 Èçäàòåëüñòâî: Sage Publications Ðåéòèíã: Öåíà: 23829 ð. Íàëè÷èå íà ñêëàäå: Ïîñòàâêà ïîä çàêàç.

Îïèñàíèå: Designed for mathematics professional development leaders, this set of case-based leadership materials helps build the facilitation skills, content knowledge, and pedagogy to design effective staff development. It demonstrates how leaders can manage productive mathematical discussions and work with teacher explanations of mathematical ideas.

Îïèñàíèå: Aimed at students and newly qualified teachers of secondary mathematics and their school-based mentors, this text links the practical experience gained in school placements with the theoretical background available from reading and research.

Îïèñàíèå: This is a text that contains the latest in thinking and the best in practice. The book will be of special interest to academic mathematicians, mathematics educators, and educational researchers. It arose from the ICMI Study into the teaching and learning of mathematics at university level (initiated at the conference in Singapore, 1998).

Îïèñàíèå: The authors of this volume claim that mathematics can be usefully re-conceptualized as a special form of communication. As a result, the familiar discussion of mental schemes, misconceptions, and cognitive conflict is transformed into a consideration of activity, patterns of interaction, and communication failure. By equating thinking with communicating, the discursive approach also deconstructs the problematic dichotomy between "individual" and "social" research perspectives. Although each author applies his or her own analyses to the discourse generated by students and teachers grappling with mathematical problems, their joint aim is to put discursive research into the limelight and to spur thinking about its nature and its possible advantages and pitfalls. This volume is therefore addressed both to those interested in specific questions regarding classroom communication, and to those who are looking for a general conceptual lens with which to tackle the complexity of mathematical teaching and learning.

Îïèñàíèå: In Search of a Pedagogy for Conflict and Dialogue for Mathematics Education is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; and practitioners/teachers interested in the use of project work in mathematics teaching and learning.This book brings together diverse recent developments exploring social, cultural political dimensions in mathematics education. It builds theoretical ideas from a careful substantial description of practice, in the attempt to improve both theory and practice in mathematics education. In doing so it interrogates and develops theoretical research tools for mathematics education and simultaneously provides ideas for practice in mathematics classrooms.

Îïèñàíèå: This book arose from the ICMI Study into the teaching and learning of mathematics at university level that began with a conference in Singapore in 1998. The book looks at tertiary mathematics and its teaching from a number of aspects including practice, research, mathematics and other disciplines, technology, assessment, and teacher education. Over 50 authors, all international experts in their field, combined to produce a text that contains the latest in thinking and the best in practice. It therefore provides in one book a state-of-the-art statement on tertiary teaching from a multi-perspective standpoint. No previous book has attempted to take such a wide view of the topic.

Îïèñàíèå: This volume reports on an empirical study with 70 research mathematicians, 35 females and 35 males. The purpose of the study was to explore how these mathematicians came to know mathematics and to match their descriptions against a theoretical model of coming to know mathematics derived from the literature of the history, philosophy and sociology of science and mathematics. The assumption underlying the research was that, when researching, mathematicians are learning and, consequently, their experiences are valid for less sophisticated learners in classrooms. The study provided major surprises particularly with respect to the mathematical thinking of the mathematicians and to the ways in which they organised their practices. It also contradicted long-standing stereotypes. This book applies the learning from the study to learning and teaching mathematics. It offers a rationale, based on the practices of research mathematicians, to support and encourage recent school-based developments in the learning of mathematics through enquiry. The book will be of interest to mathematicians, mathematics educators, teacher educators (mathematics), and higher degree students of mathematics education.

Îïèñàíèå: Explores the factors that influence young people`s learning of mathematics. This book uses a socio-culturally informed approach to show how various young people can be encouraged to engage with and learn mathematics. It discusses the role of mathematical tools, including information and communications technologies.

Îïèñàíèå: The mistakes children make in mathematics are usually not just 'mistakes' - they are often intelligent generalizations from previous learning. Following several
decades of academic study of such mistakes, the phrase 'errors and misconceptions' has recently entered the vocabulary of mathematics teacher education and has become prominent
in the curriculum for initial teacher education. The popular view of children's errors and misconceptions is that they should be corrected as soon as possible.

The authors
contest this, perceiving them as potential windows into children's mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important
opportunities for new learning. This book uses extensive, original data from the authors' own research on children's performance, errors and misconceptions across the mathematics
curriculum.

It progressively develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics, offers practical guidance for
classroom teaching and concludes with theoretical accounts of learning and teaching. "Children's Mathematics 4-15" is a groundbreaking book, which transforms research on
diagnostic errors into knowledge for teaching, teacher education and research on teaching. It is essential reading for teachers, students on undergraduate teacher training courses and
graduate
and PGCE mathematics teacher trainees, as well as teacher educators and researchers.