Описание: Makes the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards. The authors offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society.
Автор: Jales Coutinho, Allan Michel (university Of Toront Название: Love in the post-reconceptualist era of curriculum work ISBN: 1032417617 ISBN-13(EAN): 9781032417615 Издательство: Taylor&Francis Рейтинг: Цена: 7654.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: By employing the autobiographical method of currere and bifocalization, this book sheds light on the significance of love and the ethics of caregiving as means to transform curriculum studies into a post-reconceptualist and collective endeavor. Advancing an understanding of curriculum as a "collective public moral enterprise," it critically asks whether we can build a world where love is not negotiated, but only proliferated. Through the creation of short and interconnected autobiographical narratives about the meanings of love, the author provides pivotal insights for curricularists who labor in conflicting and paradoxical contexts. As such, the book seeks to demonstrate how the labor of "love fortification" may be accomplished in a world of agonistic, antagonistic, and competitive becoming(s). Highlighting the role of caregiving, this book questions the role of evaluations in post-reconceptualization and provides insights for educators and policymakers on how to promote "actualization" and reconciliation in schools in contexts across the global-north and -south.Engaging with a long scholarly tradition that ultimately seeks to understand the meanings of love in our lives and in our work, supporting the "historization" of the field of curriculum, and with an international focus, this book will appeal to scholars and students with interests in curriculum studies and curriculum theory.
Описание: This book reports on a study on physics problem solving in real classrooms situations.Problem solving plays a pivotal role in the physics curriculum at all levels. However, physics students’ performance in problem solving all too often remains limited to basic routine problems, with evidence of poor performance in solving problems that go beyond equation retrieval and substitution. Adopting an action research methodology, the study bridges the `research-practical divide? by explicitly teaching physics problem-solving strategies through collaborative group problem-solving sessions embedded within the curriculum. Data were collected using external assessments and video recordings of individual and collaborative group problem-solving sessions by 16-18 year-olds. The analysis revealed a positive shift in the students’ problem-solving patterns, both at group and individual level. Students demonstrated a deliberate, well-planned deployment of the taught strategies. The marked positive shifts in collaborative competences, cognitive competences, metacognitive processing and increased self-efficacy are positively correlated with attainment in problem solving in physics. However, this shift proved to be due to different mechanisms triggered in the different students.
Автор: Edwards-leis, Christine Robinson, Deborah Название: Problem solving in primary mathematics ISBN: 1138911100 ISBN-13(EAN): 9781138911109 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Problem Solving in Primary Mathematics is an essential text designed to support new and experienced teachers in guiding pupils through mathematical investigations and problem solving, offering a framework that children themselves can begin to adopt as they progress to greater metacognitive awareness.
Underpinned by the latest international research and theory, it examines how individual pupils think and act differently and offers guidance on how to promote independence and autonomy in the classroom. It examines key topics such as:
Preparing for mathematical learning
Designing learning material
Assessing and evaluating learning
Identifying key points for intervention
What to do when learning is stalled
Critical numeracy for real-world problem solving
Mental Model Theory and the Mental Model Mode
Different approaches to problem solving and investigating
Aimed at new and experienced educators, particularly those with a maths specialism, and illustrated with investigations and activities, Problem Solving in Primary Mathematics demonstrates how frameworks can be used in key mathematical areas and assists students in progressing towards more meaningful problem solving.
Автор: Edwards-leis, Christine Robinson, Deborah Название: Problem solving in primary mathematics ISBN: 1138911119 ISBN-13(EAN): 9781138911116 Издательство: Taylor&Francis Рейтинг: Цена: 5664.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Problem Solving in Primary Mathematics is an essential text designed to support new and experienced teachers in guiding pupils through mathematical investigations and problem solving, offering a framework that children themselves can begin to adopt as they progress to greater metacognitive awareness.
Underpinned by the latest international research and theory, it examines how individual pupils think and act differently and offers guidance on how to promote independence and autonomy in the classroom. It examines key topics such as:
Preparing for mathematical learning
Designing learning material
Assessing and evaluating learning
Identifying key points for intervention
What to do when learning is stalled
Critical numeracy for real-world problem solving
Mental Model Theory and the Mental Model Mode
Different approaches to problem solving and investigating
Aimed at new and experienced educators, particularly those with a maths specialism, and illustrated with investigations and activities, Problem Solving in Primary Mathematics demonstrates how frameworks can be used in key mathematical areas and assists students in progressing towards more meaningful problem solving.
Описание: This open access book provides key insights into the social fundamentals of learning and indications of social interactive modes conducive and restrictive of that learning in China. Combining theoretical and technical advances in an innovative research design, this book focuses on collaborative problem solving in mathematics to increase the visibility of social interactions in teachers’ designing, students’ learning and teachers’ instructional intervention. It also explores students’ cognitive and social interaction as well as teacher intervention in students’ group collaboration.
Описание: This open access book provides key insights into the social fundamentals of learning and indications of social interactive modes conducive and restrictive of that learning in China. Combining theoretical and technical advances in an innovative research design, this book focuses on collaborative problem solving in mathematics to increase the visibility of social interactions in teachers’ designing, students’ learning and teachers’ instructional intervention. It also explores students’ cognitive and social interaction as well as teacher intervention in students’ group collaboration.
Описание: The innovative volume seeks to broaden the scope of research on mathematical problem solving in different educational environments. It brings together contributions not only from leading researchers, but also highlights collaborations with younger researchers to broadly explore mathematical problem-solving across many fields: mathematics education, psychology of education, technology education, mathematics popularization, and more. The volume’s three major themes—technology, creativity, and affect—represent key issues that are crucially embedded in the activity of problem solving in mathematics teaching and learning, both within the school setting and beyond the school. Through the book’s new pedagogical perspectives on these themes, it advances the field of research towards a more comprehensive approach on mathematical problem solving. Broadening the Scope of Research on Mathematical Problem Solving will prove to be a valuable resource for researchers and teachers interested in mathematical problem solving, as well as researchers and teachers interested in technology, creativity, and affect.
Описание: Crossing the River with Dogs: Problem Solving for College Students, 2nd edition promotes the philosophy that students learn best by working in groups and the skills required for real workplace problem solving are those skills of collaboration. The text aims to improve students writing, oral communication, and collaboration skills while teaching mathematical problem-solving strategies. Focusing entirely on problem solving and using issues relevant to college students for examples, the authors continue their approach of explaining classic as well as non-traditional strategies through dialogs among fictitious students. This text is appropriate for a problem solving, quantitative reasoning, liberal arts mathematics, mathematics for elementary teachers, or developmental mathematics course.
In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem.
The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component.
The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait.
Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team.
This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might have
created and illuminated a pathway for future researchers to take.
Описание: Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom.
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