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The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout.
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The field of peace and conflict studies is rich in secular and faith traditions. At the same time, as a relatively new and interdisciplinary field, it is ripe with innovation. This volume, the first in the series Peace Studies: Edges and Innovations, edited by Michael Minch and Laura Finley of the Peace and Justice Studies Association (PJSA), is edited by top Canadian and US scholars in the field and captures both those traditions and innovations, focusing on enduring questions, organizing an.
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Big ideas in the mathematics curriculum for older school students, especially those that are hard to learn and hard to teach, are covered in this book. It will be a first port of call for research about teaching big ideas for students from 9-19 and also has implications for a wider range of students. These are the ideas that really matter, that students get stuck on, and that can be obstacles to future learning. It shows how students learn, why they sometimes get things wrong, andthe strengths and pitfalls of various teaching approaches. Contemporary high-profile topics like modelling are incl
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The field of 'Craft Sciences' refers to research conducted across and within different craft subjects and academic contexts. This anthology aims to expose the breadth of topics, source material, methods, perspectives, and results that reside in this field, and to explore what unites the research in such diverse contexts as, for example, the arts, conservation, or vocational craft education. The common thread between each of the chapters in the present book is the augmented attention given to methods-the craft research methods-and to the relationship between the field of inquiry and the field of practice. A common feature is that practice plays an instrumental role in the research found within the chapters, and that the researchers in this publication are also practitioners. The authors are researchers but they are also potters, waiters, carpenters, gardeners, textile artists, boat builders, smiths, building conservators, painting restorers, furniture designers, illustrators, and media designers. The researchers contribute from different research fields, like craft education, meal sciences, and conservation crafts, and from particular craft subjects, like boat-building and weaving. The main contribution of this book is that it collects together a number of related case studies and presents a reflection on concepts, perspectives, and methods in the general fields of craft research from the point of view of craft practitioners. It adds to the existing academic discussion of crafts through its wider acknowledgement of craftsmanship and extends its borders and its discourse outside the arts and crafts context. This book provides a platform from which to develop context-appropriate research strategies and to associate with the Craft Sciences beyond the borders of faculties and disciplines.
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This book is a unique survey of the best science education practices with special emphasis on scientific research training of motivated young students up to 21 years old. Its content provides a great help to all teachers dealing with talented students and to all scientists and activists in the field of science education. A key point is the science education of high school students, who are in a very susceptible age to ask clear questions about the world around them and to seek answers in a methodological way, as science does.
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This text assembles in a single volume research, scholarship and practices from across relevant disciplines and professions to give a coherent picture of the communication and dissemination of behavioural science, the main actors, contemoporary themes and approaches, and key challenges.
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