Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 656

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Book Description

Author: Noraini Idris
Publisher: Utusan Publications
ISBN: 9789676117878
Category : Cognitive learning
Languages : en
Pages : 234

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Book Description

Author: Lara Alcock
Publisher: OUP Oxford
ISBN: 0191035378
Category : Mathematics
Languages : en
Pages : 272

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Book Description
Analysis (sometimes called Real Analysis or Advanced Calculus) is a core subject in most undergraduate mathematics degrees. It is elegant, clever and rewarding to learn, but it is hard. Even the best students find it challenging, and those who are unprepared often find it incomprehensible at first. This book aims to ensure that no student need be unprepared. It is not like other Analysis books. It is not a textbook containing standard content. Rather, it is designed to be read before arriving at university and/or before starting an Analysis course, or as a companion text once a course is begun. It provides a friendly and readable introduction to the subject by building on the student's existing understanding of six key topics: sequences, series, continuity, differentiability, integrability and the real numbers. It explains how mathematicians develop and use sophisticated formal versions of these ideas, and provides a detailed introduction to the central definitions, theorems and proofs, pointing out typical areas of difficulty and confusion and explaining how to overcome these. The book also provides study advice focused on the skills that students need if they are to build on this introduction and learn successfully in their own Analysis courses: it explains how to understand definitions, theorems and proofs by relating them to examples and diagrams, how to think productively about proofs, and how theories are taught in lectures and books on advanced mathematics. It also offers practical guidance on strategies for effective study planning. The advice throughout is research based and is presented in an engaging style that will be accessible to students who are new to advanced abstract mathematics.

Author: Paul Ernest
Publisher: Springer
ISBN: 3319777602
Category : Education
Languages : en
Pages : 375

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Book Description
This book offers an up-to-date overview of the research on philosophy of mathematics education, one of the most important and relevant areas of theory. The contributions analyse, question, challenge, and critique the claims of mathematics education practice, policy, theory and research, offering ways forward for new and better solutions. The book poses basic questions, including: What are our aims of teaching and learning mathematics? What is mathematics anyway? How is mathematics related to society in the 21st century? How do students learn mathematics? What have we learnt about mathematics teaching? Applied philosophy can help to answer these and other fundamental questions, and only through an in-depth analysis can the practice of the teaching and learning of mathematics be improved. The book addresses important themes, such as critical mathematics education, the traditional role of mathematics in schools during the current unprecedented political, social, and environmental crises, and the way in which the teaching and learning of mathematics can better serve social justice and make the world a better place for the future.

Author: Phyllis Blumberg
Publisher: John Wiley & Sons
ISBN: 1119461170
Category : Education
Languages : en
Pages : 382

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Book Description
Developing Learner-Centered Teaching offers a step-by-step plan for transforming any course from teacher-centered to the more engaging learner-centered model. Filled with self-assessments and worksheets that are based on each of the five practices identified in Maryellen Weimer's Learner-Centered Teaching, this groundbreaking book gives instructors, faculty developers, and instructional designers a practical and effective resource for putting the learner-centered model into action.

Author: Angel Gutiérrez
Publisher: Sense Publishers
ISBN: 9077874194
Category : Education
Languages : en
Pages : 538

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Book Description
Compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation in 1976. The first three sections summarize cognitively-oriented research on learning and teaching specific content areas, transversal areas, and based on technology-rich environments. The fourth section is devoted to the research on social, affective, cultural and cognitive aspects of mathematics education. The fifth section includes two chapters summarizing the PME research on teacher training and professional life of mathematics teachers.

Author: Serge Lang
Publisher: Springer Science & Business Media
ISBN: 1461300770
Category : Mathematics
Languages : en
Pages : 276

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Book Description
From the reviews "This is a reprint of the original edition of Lang’s ‘A First Course in Calculus’, which was first published in 1964....The treatment is ‘as rigorous as any mathematician would wish it’....[The exercises] are refreshingly simply stated, without any extraneous verbiage, and at times quite challenging....There are answers to all the exercises set and some supplementary problems on each topic to tax even the most able." --Mathematical Gazette

Author: National Council of Teachers of Mathematics
Publisher: National Council of Teachers of Mathematics, Incorporated
ISBN: 9780873537742
Category : Curriculum planning
Languages : en
Pages : 139

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Book Description
This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.

Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336

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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

Author: David H. Jonassen
Publisher: Simon & Schuster Books For Young Readers
ISBN:
Category : Education
Languages : en
Pages : 312

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Book Description
This text examines the Mindtool concept - alternative ways of using computer applications to engage in constructive, high-order thinking about particular areas of study, thus extending learning outcomes and expectations beyond recall and helping learners become self-directed critical thinkers. Jonassen presents: a rationale for using Mindtool; in-depth discussions of the indiviidual Mindtools and their use; and suggestions for teaching with mindtools and evaluating the results.