Computer-Based Mathematics Education and the Use of MatCos Software in Primary and Secondary Schools, Francesco Aldo Costabile, Gianluca Tricoli, Mariavittoria Altomare
Описание: A critical reference source that proposes a new pedagogical-learning paradigm that guides students in the formation of an active, logical-sequential, intuitive, and creative thinking that directs them towards problem-solving and starts students with computational thinking and programming in a natural way.
Название: Catalyzing Change in Middle School Mathematics ISBN: 1680540440 ISBN-13(EAN): 9781680540444 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 6043.00 р. Наличие на складе: Нет в наличии.
Описание: Catalyzing Change in Middle School Mathematics is part of the Catalyzing Change Series, a collection of three books intended to initiate the critical conversations on policies, practices, and issues that impact mathematics education. In 2018, the first book in the series, Catalyzing Change in High School Mathematics: Initiating Critical Conversations, was published. The work initiated by that book suggested a need to broaden the critical conversations to include early childhood, elementary, and middle school mathematics. For example, the recommendation for a common shared pathway in high school mathematics must take into consideration what must happen in early childhood, elementary, and middle school mathematics for a common shared pathway to become a reality in high school mathematics.Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations recognizes that the needs of young adolescents are different from elementary and high school–age students and that policies, practices, and issues must consider the unique needs of this student group. Students undergo significant developmental changes from elementary school to middle school. These changes contribute to how they see and understand the world as well as how they see and understand their place in the world. Critical conversations that middle school teachers need to initiate should center on the following serious challenges:Broadening the purpose of school mathematics’ focus to include the development of positive mathematical identities so that students can make purposeful decisions about their future endeavorsDismantling structural obstacles that stand in the way of mathematics working for each and every studentImplementing equitable instructional practices to cultivate students’ positive mathematical identities and strong sense of agencyOrganizing middle school mathematics along a common shared pathway grounded in the use of mathematical practices and processes to coherently develop deep mathematical understandingRead Catalyzing Change in Middle School Mathematics and find out why the status quo is unacceptable, what actions you can take to change it, and how to make a difference! Be a part of the bright future of mathematics teaching and learning.
Описание: Technology has the power and potential to support the teaching and learning of math content at all grade levels, but the presence of technology is insufficient unless it`s paired with effective teaching practices and meaningful content. This book illustrates practical strategies for integrating technology in the 6-12 maths classroom.
Описание: Technology has the power and potential to support the teaching and learning of math content at all grade levels, but the presence of technology is insufficient unless it`s paired with effective teaching practices and meaningful content. This book illustrates practical strategies for integrating technology in the K-5 maths classroom.
Описание: A perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-based response to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50 events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics that teachers could use—each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. We developed our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. We call the work practice-based because the MUST framework is based on actual events that we witnessed in our observations of secondary mathematics practice.Groups of mathematics teachers can use this volume to enhance their own understandings of secondary mathematics. School leaders and professional developers in secondary mathematics will find our MUST Framework and Situations useful as they work with teachers in enhancing and deepening their understanding of secondary mathematics. Mathematics teacher educators and mathematicians who teach mathematics to prospective and in-service secondary teachers will be able to couch their mathematical discussions in the Situations—examples that arise from secondary mathematics classrooms. They will be able to use this volume as they design courses and programs that enhance mathematics from the perspectives identified in the MUST framework. Policymakers and researchers can use our MUST framework as they consider the mathematics background needed by teachers.
Описание: A perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-based response to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50 events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics that teachers could use—each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. We developed our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. We call the work practice-based because the MUST framework is based on actual events that we witnessed in our observations of secondary mathematics practice.Groups of mathematics teachers can use this volume to enhance their own understandings of secondary mathematics. School leaders and professional developers in secondary mathematics will find our MUST Framework and Situations useful as they work with teachers in enhancing and deepening their understanding of secondary mathematics. Mathematics teacher educators and mathematicians who teach mathematics to prospective and in-service secondary teachers will be able to couch their mathematical discussions in the Situations—examples that arise from secondary mathematics classrooms. They will be able to use this volume as they design courses and programs that enhance mathematics from the perspectives identified in the MUST framework. Policymakers and researchers can use our MUST framework as they consider the mathematics background needed by teachers.
Автор: De Abreu, Belinha S. Название: Mobile learning through digital media literacy ISBN: 1433128942 ISBN-13(EAN): 9781433128943 Издательство: Peter Lang Рейтинг: Цена: 9364.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Mobile Learning through Digital Media Literacy proposes media literacy education as a conceptual framework for bridging mobile technologies in teaching and learning. As cell phones have become more advanced and applications more innovative and fitting, candid conversations are taking place as to how technology can be a purposeful tool in the classroom. Mobile technology already attracts students and encourages text-language development; yet its accessibility affords the potential for more extended use, offering enhancement and flexibility for instructional development. In light of a shared vision of collaboration and growth developing globally within educational circles, this book examines mobile learning as a formal literacy, as a productivity environment for creative growth in and out of the classroom, and as an advancement to social learning through online networks. The book surveys media literacy education—both within the classroom and its extended implications—for concerns of civic participation and data privacy, as more educators and policymakers internationally consider the possibilities of connected classrooms and m-learning on a universal scale.
Автор: Justice, Sean Название: Learning to teach in the digital age ISBN: 1433133199 ISBN-13(EAN): 9781433133190 Издательство: Peter Lang Рейтинг: Цена: 16701.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Learning to Teach in the Digital Age tells the story of a group of K–12 teachers as they began to connect with digital making and learning pedagogies. Guiding questions at the heart of this qualitative case study asked how teaching practices engaged with and responded to the maker movement and digital making and learning tools and materials. Over the course of one school year, Sean Justice attended to the ebb and flow of teaching and learning at an independent K–12 girls school the northeastern United States. Teachers and administrators from across grade levels and academic domains participated in interviews and casual conversations, and opened their classrooms to ad hoc observations. In conducting the study, Justice interwove a sociomaterial disposition with new materialism, posthumanism, and new media theory. Methods were inspired by narrative inquiry and actor-network theory. Findings suggested that digital making and learning pedagogies were stabilizing at the school, but not in a linear way. Further, Justice suggests that the teaching practices that most engaged the ethos of twenty-first-century learning enacted a kind of learning we hear about from artists, writers, scientists, and mathematicians when they talk about what innovation feels like, leading to the proposition that a different kind of language is needed to describe the effects of digital materialities on teaching practice.
Автор: De Abreu, Belinha S. Название: Mobile learning through digital media literacy ISBN: 1433128950 ISBN-13(EAN): 9781433128950 Издательство: Peter Lang Рейтинг: Цена: 16701.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Mobile Learning through Digital Media Literacy proposes media literacy education as a conceptual framework for bridging mobile technologies in teaching and learning. As cell phones have become more advanced and applications more innovative and fitting, candid conversations are taking place as to how technology can be a purposeful tool in the classroom. Mobile technology already attracts students and encourages text-language development; yet its accessibility affords the potential for more extended use, offering enhancement and flexibility for instructional development. In light of a shared vision of collaboration and growth developing globally within educational circles, this book examines mobile learning as a formal literacy, as a productivity environment for creative growth in and out of the classroom, and as an advancement to social learning through online networks. The book surveys media literacy education—both within the classroom and its extended implications—for concerns of civic participation and data privacy, as more educators and policymakers internationally consider the possibilities of connected classrooms and m-learning on a universal scale.
Автор: Fatemeh Nami Название: Digital Storytelling in Second and Foreign Language Teaching ISBN: 1433168391 ISBN-13(EAN): 9781433168390 Издательство: Peter Lang Рейтинг: Цена: 15090.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Digital Storytelling in Second and Foreign Language Teaching offers a concise overview of the theoretical underpinnings, rationales, and related pedagogical implications of second and foreign language learning (S/FLL) through digital storytelling for those readers who want to begin experiencing this mode of teaching and learning. It provides educators and language teachers with a research-oriented, evidence-driven knowledge base of the current digital storytelling tools that are apt for learning/teaching different language skills at K-12, college, and university contexts, empirically assessing their effectiveness.
In addition to depicting a consolidated picture of digital storytelling (DST) for second and foreign language learning in theory and practice, the book helps readers gain a better understanding of the possible challenges and constraints against the effective integration of these tools for language learning purposes. In addition, case studies conducted in different contexts add to the existing body of research, providing researchers in the fields of language teaching and educational technology with an opportunity to benefit from research designs, findings, and methods. Further, the book expands readers’ knowledge base on students and teachers’ perception toward language learning by means of digital storytelling tools.
The implications discussed in different chapters of this book offer insights for the readers who are interested in conducting further research on this subject in other disciplines. As digital storytelling tools and presentation software which are specifically designed for educational purposes are becoming more accessible and widely applied, a nuanced understanding of how these tools should be best applied for educational purposes including language practice is becoming an imperative. The present publication aims at offering such an understanding, acting as a reference guide, and making DST a tangible instructional design for teachers, educators, learners, curriculum designers, and policy makers in the field of S/FLL and educational technology.
Автор: Justice, Sean Название: Learning to teach in the digital age ISBN: 1433133180 ISBN-13(EAN): 9781433133183 Издательство: Peter Lang Рейтинг: Цена: 9364.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Learning to Teach in the Digital Age tells the story of a group of K–12 teachers as they began to connect with digital making and learning pedagogies. Guiding questions at the heart of this qualitative case study asked how teaching practices engaged with and responded to the maker movement and digital making and learning tools and materials. Over the course of one school year, Sean Justice attended to the ebb and flow of teaching and learning at an independent K–12 girls school the northeastern United States. Teachers and administrators from across grade levels and academic domains participated in interviews and casual conversations, and opened their classrooms to ad hoc observations. In conducting the study, Justice interwove a sociomaterial disposition with new materialism, posthumanism, and new media theory. Methods were inspired by narrative inquiry and actor-network theory. Findings suggested that digital making and learning pedagogies were stabilizing at the school, but not in a linear way. Further, Justice suggests that the teaching practices that most engaged the ethos of twenty-first-century learning enacted a kind of learning we hear about from artists, writers, scientists, and mathematicians when they talk about what innovation feels like, leading to the proposition that a different kind of language is needed to describe the effects of digital materialities on teaching practice.
Since the elementary school years, the power of the play has been used in cognitive, social, motor, and affective ways to overcome students’ anxiety of mathematics. This book examines the effect of play-based learning method on the achievements of 1st-grade students within the scope of 8 different math plays prepared for objectives in the primary mathematics curriculum. Supported by students’ views on different math plays, including theoretical reflections on play-based learning and thoughts about methodological, empirical, and experimental approaches as well as analyses of various play studies, the research examines the role of child-centered teaching methods in primary school math curriculum from planning to play evaluation processes. Practical examples of different types of plays in teaching primary mathematics are presented to researchers and classroom teachers.
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