Learning Strategies in Engineering Mathematics, Birgit Griese
Автор: Crawley, E.F., Malmqvist, J., Ostlund, S., Brodeur Название: Rethinking Engineering Education, 2 ed. ISBN: 3319055607 ISBN-13(EAN): 9783319055602 Издательство: Springer Рейтинг: Цена: 20962.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book describes an approach to engineering education that integrates a comprehensive set of personal, interpersonal and professional engineering skills with engineering disciplinary knowledge in order to prepare innovative and entrepreneurial engineers.
Описание: Assessment for Learning is a powerful way to raise standards in school. This book shows how to overcome many of the difficulties that mathematics teachers have discovered as they try to introduce assessment for learning into their classrooms. Many pupils find it hard to express their ideas in mathematics because of problems with the language that is used to express mathematical concepts. The book shows how to help pupils express what they really know and understand so that Assessment for Learning can be used effectively. The book discusses what mathematical language is, and what it is not so that teachers can help their pupils use language to successfully express their mathematical ideas. It suggests practical approaches to introducing more discourse into the classroom and shows the improvements in learning that can be expected as a result. "The ideas of Assessment for Learning", rich questioning and dialogue, effective feedback and peer & self-assessment, are explored and suggestions are made for effective use of each idea in the mathematics classroom. The book shows how using Assessment for Learning depends on the pupils being able and willing to use mathematical language to express their ideas. When the difficulties of using mathematical language are acknowledged and the pupils are overtly helped to engage with and overcome those difficulties then learning increases. A mathematics classroom that uses discussion, negotiation and explanation as a matter of course, is a classroom where the work quickly becomes more challenging and the pupils see themselves as successful learners. A pupil who can express their mathematical ideas is one who knows just how much they understand and what they need to tackle next. A teacher, who is part of such discourse, is able to use formative assessment to tailor the learning to allow the pupils to reach the highest standards. Many of the ideas advocated in the book are the result of applying theory to practice using cycles of Action Research. The book will include an explanation of this approach and how it can be used to develop good practice. The approaches advocated are rooted in theories of learning and language use. I therefore include a section in the book for those who may wish to take their study to a greater depth or to be convinced of the research backound to these ideas.
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