Mathematizing, Identifying, and Autonomous Learning PDF Download

Author: Marcy Britta Wood
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 572

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564

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Author: Stuart Karabenick
Publisher: Emerald Group Publishing
ISBN: 0857242547
Category : Education
Languages : en
Pages : 262

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Book Description
Includes chapters which examine the associations between motivation and other constructs, such as emotion and self-regulation. This title also features chapters that examine sociocultural approaches to the study of motivation, the motivation of African American students and teachers' motivation, and the policy implications of motivation research.

Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 880

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Author: Joy Ann Oslund
Publisher:
ISBN:
Category : Cognitive styles in children
Languages : en
Pages : 464

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Book Description

Author: David Costello
Publisher: Pembroke Publishers Limited
ISBN: 1551389568
Category : Education
Languages : en
Pages : 160

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Book Description
How can you broaden student thinking and help them develop their independence and confidence as problem solvers? Real-life problems are a remarkable tool to stretch student thinking and help them develop a deeper understanding of mathematics and its role in everyday life. Rather than using textbook exercises, the book argues that solving real-world problems promotes flexibility and encourages students to adjust and grow their thinking. It inspires them to consider alternatives and apply math in authentic contexts. You will find practical ways to engage students in critical thinking, develop their independence, and make connections with the world.

Author: Chiara Andrà
Publisher: Springer
ISBN: 3319492322
Category : Education
Languages : en
Pages : 296

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Book Description
The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book’s third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, with a particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area.

Author: Tamer G. Amin
Publisher: Routledge
ISBN: 1315467127
Category : Education
Languages : en
Pages : 374

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Book Description
Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time. Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research. Arranged over five parts, the book covers a number of topics including: the nature of concepts and conceptual change representation, language, and discourse in conceptual change modeling, explanation, and argumentation in conceptual change metacognition and epistemology in conceptual change identity and conceptual change. Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.

Author: Markku S. Hannula
Publisher: Springer
ISBN: 3319328115
Category : Education
Languages : en
Pages : 42

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Book Description
This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.

Author: Janine T. Remillard
Publisher: Springer Nature
ISBN: 3030385884
Category : Education
Languages : en
Pages : 329

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Book Description
The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. These perspectives comprise a framework for examining what curriculum materials are comprised of, what is involved in reading and interpreting them, and how curriculum authors can and do support teachers in this process. Although the focus of the analysis is 5 programs used at a particular point in time, this framework extends beyond these specific programs and illuminates the complexity of curriculum materials and their role in teaching in general. Our analysis of the mathematical emphasis considers how the mathematics content is presented in each program, in terms of sequencing, the nature of mathematical tasks (cognitive demand and ongoing practice), and the way representations are used. Our analysis of the pedagogical approach examines explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how curriculum authors support teachers, we analyze how they communicate with teachers and what they communicate about, including the underlying mathematics, noticing student thinking, and rationale for design elements. The volume includes a chapter on curriculum design decisions based on interviews with curriculum authors.