Handbook of International Research in Mathematics Education PDF Download

Author: Lyn D. English
Publisher: Routledge
ISBN: 1135192839
Category : Education
Languages : en
Pages : 830

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Book Description
The second edition continues the mission of bringing together important new mathematics education research that makes a difference in both theory and practice. It updates and extends the Handbook’s original key themes and issues for international research in mathematics education for the 21st century, namely: priorities in international mathematics education research lifelong democratic access to powerful mathematical ideas advances in research methodologies influences of advanced technologies. Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development being an important component of all these aspects. This edition also examines other catalysts that have gained increased import in recent years including a stronger focus on the teacher and teacher practice, a renewed interest in theory development, an increased focus on the mathematics needed in work place settings, and a proliferation of research designs and methodologies that have provided unprecedented opportunities for investigating (and ultimately improving) mathematical teaching and learning. This edition includes ten totally new chapters; all other chapters are thoroughly revised and updated.

Author: Ivor Goodson
Publisher: Psychology Press
ISBN: 9781850008026
Category : Education
Languages : en
Pages : 236

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Book Description
In this book the authors relate their work on curriculum reform to the succession of changes in the sociology of education, using it as a starting point for setting new directions. The book is a restatement of the central role of people in educational systems.

Author: Barbara Frankel
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN:
Category : Psychology
Languages : en
Pages : 344

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Book Description
Addict rehabilitation is best thought of as a process of transforming identities - that is, of making reprobate street characters that society labels «drunks, » «pill freaks, » «junkies, » and the like into decent members of respectable society. This process, as carried on in a therapeutic community of the early 70's called Eagleville Hospital, is described in this book from the perspective of an anthropological participant-observer who lived for a time with a women's therapy group. What she saw was a world in which both staff and patients reside within a radically restructured social and cultural ambience. In this «brave new world» most contexts of daily life are affected, particularly with respect to their ideological content and relations of power. It is, therefore, these aspects of Eagleville's reality-system that the analysis is focused upon. The goal is to unpack the elements of the identity-transformation process.

Author: Elizabeth Fennema
Publisher: Routledge
ISBN:
Category : Mathematics
Languages : en
Pages : 454

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Book Description
This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

Author: William R. Shadish
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 136

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Book Description
The volume ends with a look to the future, to the sorts of issues and activities that we should keep in mind for the continued use and development of these principles.

Author: Carolyn Kieran
Publisher: Springer
ISBN: 3319322583
Category : Education
Languages : en
Pages : 48

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Book Description
This survey of the state of the art on research in early algebra traces the evolution of a relatively new field of research and teaching practice. With its focus on the younger student, aged from about 6 years up to 12 years, this volume reveals the nature of the research that has been carried out in early algebra and how it has shaped the growth of the field. The survey, in presenting examples drawn from the steadily growing research base, highlights both the nature of algebraic thinking and the ways in which this thinking is being developed in the primary and early middle school student. Mathematical relations, patterns, and arithmetical structures lie at the heart of early algebraic activity, with processes such as noticing, conjecturing, generalizing, representing, justifying, and communicating being central to students’ engagement.

Author: Mary Weaven
Publisher:
ISBN: 9781442549302
Category : Effective teaching
Languages : en
Pages : 59

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Book Description
Lecturers and students who used this text (when it was a six-case collection from VU) have given very positive feedback, saying that these cases encouraged critical thinking and discussion about how their teaching practice differed from theory in real-world situations.