Listing 1 - 10 of 13 | << page >> |
Sort by
|
Choose an application
This volume explores how and when teachers' knowledge develops through teaching. The book presents international views on teachers' learning from their practice; the chapters are written by mathematicians or mathematics educators from Brazil, Canada, Israel, Mexico, UK, and USA. They address diverse content – numerical literacy, geometry, algebra, and real analysis – and a variety of levels – elementary school, secondary school, undergraduate mathematics, and teacher education courses. The authors employ different methodological tools and different theoretical perspectives as they consider teaching in different learning environments: lecturing, small group work on problems and tasks, mathematical explorations with the support of technological software, or e-learning. Despite these differences, the authors exemplify and analyze teachers’ learning that occurred and address the question: "What kinds of knowledge are developed as a result of teaching mathematics and what are the factors that support or impede such development?" Further, the chapters explore interactions and interrelationships between the enhancement of mathematical and pedagogical knowledge. The important and original contribution of this book is that it ties together the notions of teachers’ knowledge and complexity of teacher’s work, while presenting them from a relatively unexplored perspective – learning through teaching mathematics.
Learning. --- Mathematics -- Study and teaching. --- Mathematics. --- Mathematics --- Learning --- Education --- Mathematics Teaching & Research --- Education, Special Topics --- Physical Sciences & Mathematics --- Social Sciences --- Study and teaching --- Study and teaching. --- Education. --- Science education. --- Teaching. --- Educational psychology. --- Science Education. --- Mathematics Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- Educational Psychology. --- Psychology. --- Psychology, Educational --- Psychology --- Child psychology --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Science education --- Scientific education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Science --- Math --- Mathematics—Study and teaching . --- Instruction. --- Education—Psychology. --- Learning process --- Comprehension
Choose an application
This book shows how the practice of script writing can be used both as a pedagogical approach and as a research tool in mathematics education. It provides an opportunity for script-writers to articulate their mathematical arguments and/or their pedagogical approaches. It further provides researchers with a corpus of narratives that can be analyzed using a variety of theoretical perspectives. Various chapters argue for the use of dialogical method and highlight its benefits and special features. The chapters examine both “low tech” implementations as well as the use of a technological platform, LessonSketch. The chapters present results of and insights from several recent studies, which utilized scripting in mathematics education research and practice.
Education. --- Mathematics --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- Study and Learning Skills. --- Study and teaching. --- Mathematics. --- Study Skills. --- How to study --- Learning, Art of --- Method of study --- Study, Method of --- Study methods --- Life skills --- Math --- Science --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Learning process --- Comprehension --- Education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Mathematics—Study and teaching. --- Teachers—Training of. --- Learning, Psychology of. --- Instructional Psychology. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Psychological aspects
Choose an application
Mathematics teachers --- Training of. --- Mathematics --- Teacher training
Choose an application
This book shows how the practice of script writing can be used both as a pedagogical approach and as a research tool in mathematics education. It provides an opportunity for script-writers to articulate their mathematical arguments and/or their pedagogical approaches. It further provides researchers with a corpus of narratives that can be analyzed using a variety of theoretical perspectives. Various chapters argue for the use of dialogical method and highlight its benefits and special features. The chapters examine both “low tech” implementations as well as the use of a technological platform, LessonSketch. The chapters present results of and insights from several recent studies, which utilized scripting in mathematics education research and practice.
Study methods --- Teacher education. Teacher's profession --- Didactics --- Didactics of mathematics --- Mathematics --- didactiek --- leren --- wiskunde --- lerarenopleiding --- studievaardigheden --- lesgeven
Choose an application
This book presents storytelling in mathematics as a medium for creating a classroom in which mathematics is appreciated, understood, and enjoyed. The authors demonstrate how students’ mathematical activity can be engaged via storytelling. Readers are introduced to many mathematical stories of different kinds, such as stories that provide a frame or a background to mathematical problems, stories that deeply intertwine with the content, and stories that explain concepts or ideas. Moreover, the authors present a framework for creating new stories, ideas for using and enriching existing stories, as well as several techniques for storytelling that make telling more interactive and more appealing to the learner. This book is of interest for those who teach mathematics, or teach teachers to teach mathematics. It may be of interest to those who like stories or like mathematics, or those who dislike either mathematics or stories, but are ready to reconsider their position.
Choose an application
Number theory has been a perennial topic of inspiration and importance throughout the history of philosophy and mathematics. Despite this fact, surprisingly little attention has been given to research in learning and teaching number theory per se. This volume is an attempt to redress this matter and to serve as a launch point for further research in this area. Drawing on work from an international group of researchers in mathematics education, this volume is a collection of clinical and classroom-based studies in cognition and instruction on learning and teaching number theory. Although there are differences in emphases in theory, method, and focus area, these studies are bound through similar constructivist orientations and qualitative approaches toward research into undergraduate students' and preservice teachers' subject content and pedagogical content knowledge. Collectively, these studies draw on a variety of cognitive, linguistic, and pedagogical frameworks that focus on various approaches to problem solving, communicating, representing, connecting, and reasoning with topics of elementary number theory, and these in turn have practical implications for the classroom. Learning styles and teaching strategies investigated involve number theoretical vocabulary, concepts, procedures, and proof strategies ranging from divisors, multiples, and divisibility rules, to various theorems involving division, factorization, partitions, and mathematical induction.
Number theory --- Number study --- Numbers, Theory of --- Algebra --- Study and teaching. --- Education.
Choose an application
The book presents Lesson Play, a novel construct in mathematics education to be used by researchers and teacher educators. Inspired in part by the style of Lakatos’s evocative Proofs and Refutations, Lesson Play features imagined interactions between a teacher and her/his students, presented in the form of a script for dialogue in the classroom. This book offers the first comprehensive survey of the affordances of the Lesson Play tool, particularly in the areas of pre-service teacher education and teacher professional development. It exemplifies an approach to teacher education that seeks to coordinate mathematical and pedagogical dimensions of teaching as they emerge in real classroom settings by focusing on aspects of practice such as teaching moves and classroom discourse.
Mathematics -- Study and teaching. --- Mathematics. --- Mathematics teachers --- Mathematics --- Education --- Social Sciences --- Physical Sciences & Mathematics --- Education, Special Topics --- Mathematical Theory --- Training of --- Simulation methods --- Study and teaching (Higher) --- Study and teaching. --- Education. --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Math --- Science --- Mathematics—Study and teaching . --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training
Choose an application
This volume explores how and when teachers' knowledge develops through teaching. The book presents international views on teachers' learning from their practice; the chapters are written by mathematicians or mathematics educators from Brazil, Canada, Israel, Mexico, UK, and USA. They address diverse content - numerical literacy, geometry, algebra, and real analysis - and a variety of levels - elementary school, secondary school, undergraduate mathematics, and teacher education courses. The authors employ different methodological tools and different theoretical perspectives as they consider teaching in different learning environments: lecturing, small group work on problems and tasks, mathematical explorations with the support of technological software, or e-learning. Despite these differences, the authors exemplify and analyze teachers' learning that occurred and address the question: "What kinds of knowledge are developed as a result of teaching mathematics and what are the factors that support or impede such development?" Further, the chapters explore interactions and interrelationships between the enhancement of mathematical and pedagogical knowledge. The important and original contribution of this book is that it ties together the notions of teachers' knowledge and complexity of teacher's work, while presenting them from a relatively unexplored perspective - learning through teaching mathematics.
Sociology of education --- Educational psychology --- Teacher education. Teacher's profession --- Didactics --- Teaching --- Didactics of mathematics --- Didactics of sciences --- HO (hoger onderwijs) --- pedagogische psychologie --- didactiek --- studeren --- wetenschappen --- wiskunde --- account management --- lerarenopleiding --- lesgeven
Choose an application
Choose an application
The book presents Lesson Play, a novel construct in mathematics education to be used by researchers and teacher educators. Inspired in part by the style of Lakatos’s evocative Proofs and Refutations, Lesson Play features imagined interactions between a teacher and her/his students, presented in the form of a script for dialogue in the classroom. This book offers the first comprehensive survey of the affordances of the Lesson Play tool, particularly in the areas of pre-service teacher education and teacher professional development. It exemplifies an approach to teacher education that seeks to coordinate mathematical and pedagogical dimensions of teaching as they emerge in real classroom settings by focusing on aspects of practice such as teaching moves and classroom discourse.
Teaching --- Teacher education. Teacher's profession --- Didactics of mathematics --- Mathematics --- didactiek --- onderwijs --- wiskunde --- wiskunde --- lerarenopleiding --- lesgeven
Listing 1 - 10 of 13 | << page >> |
Sort by
|