Описание: This comprehensive, research-based book helps teachers use standards-linked assessments to collect accurate formative data about students` strengths and weaknesses and increase mathematical understandings for all learners.
Автор: Barbara Clarke; Barbro Grevholm; Richard Millman Название: Tasks in Primary Mathematics Teacher Education ISBN: 1441935096 ISBN-13(EAN): 9781441935090 Издательство: Springer Рейтинг: Цена: 23058.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume emerges from discussions during the ICMI study on teacher professional development. The volume successfully incorporates the ICMI theme into relevant research and innovative practices dealing with tasks for mathematics teachers.
Автор: Barbara Clarke; Barbro Grevholm; Richard Millman Название: Tasks in Primary Mathematics Teacher Education ISBN: 038709668X ISBN-13(EAN): 9780387096681 Издательство: Springer Рейтинг: Цена: 23058.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Intends to advance relevant research and international practices in the preparation and professional development of mathematics teachers. Emerging from discussion at the ICMI study on teacher professional development, this title states that the choice of tasks, and the associated pedagogies, is a key aspect of teaching and learning mathematics.
Описание: This book is about the role and potential of using digital technology in designing teaching and learning tasks in the mathematics classroom. Digital technology has opened up different new educational spaces for the mathematics classroom in the past few decades and, as technology is constantly evolving, novel ideas and approaches are brewing to enrich these spaces with diverse didactical flavors. A key issue is always how technology can, or cannot, play epistemic and pedagogic roles in the mathematics classroom. The main purpose of this book is to explore mathematics task design when digital technology is part of the teaching and learning environment. What features of the technology used can be capitalized upon to design tasks that transform learners’ experiential knowledge, gained from using the technology, into conceptual mathematical knowledge? When do digital environments actually bring an essential (educationally, speaking) new dimension to classroom activities? What are some pragmatic and semiotic values of the technology used? These are some of the concerns addressed in the book by expert scholars in this area of research in mathematics education. This volume is the first devoted entirely to issues on designing mathematical tasks in digital teaching and learning environments, outlining different current research scenarios.
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