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How Chinese Learn Mathematics

How Chinese Learn Mathematics Author Lianghuo Fan
ISBN-10 9812562249
Release 2004
Pages 574
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The book has been written by an international group of very activeresearchers and scholars who have a passion for the study of Chinesemathematics education. It aims to provide readers with a comprehensiveand updated picture of the teaching and learning of mathematicsinvolving Chinese students from various perspectives, including theways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and socialenvironment on Chinese students'' mathematics learning, and thestrengths and weaknesses of the ways in which Chinese learnmathematics



How Chinese Teach Mathematics

How Chinese Teach Mathematics Author Lianghuo Fan
ISBN-10 9789814415835
Release 2015-03-13
Pages 756
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This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the "teaching" side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, How Chinese Learn Mathematics: Perspectives from Insiders, this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners. Contents:Focusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An IntroductionHistorical and Contemporary Perspectives:The Wisdom of Traditional Mathematical Teaching in China (DAI Qin and CHEUNG Ka Luen) How Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from ContemporaryInternational Research (FAN Lianghuo, MIAO Zhenzhen and MOK Ah Chee Ida) Understanding the Chinese Ways of Teaching Mathematics: Mathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Students' Learning (HUANG Rongjin, MILLER L Diane and TZUR Ron)Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence (WANG Tao, CAI Jinfa and HWANG Stephen) Elementary School Teachers' Instruction in Measurement: Cases of Classroom Teaching of Spatial Measurement in Taiwan (HUANG Hsin-Mei E) Pedagogical and Curriculum Potentials of Homework: A Case Study about Geometric Proofs in Shanghai (FANG Yanping) Teaching Calculation of Time Intervals: Comparing Mathematics Competence of Students in Macau, Hong Kong and the Netherlands (LI Titus Siu Pang) Teaching Number Sense via Interactive Multimedia in a Primary School in Taiwan (YANG Der-Ching, CHEN Pei-Chieh, TSAI Yi Fang and HSIEH Tien-Yu)Teaching Geometrical Theorems in Grade 8 Using the “Shen Tou” Method: A Case Study in Shanghai (DING Liping, JONES Keith and ZHANG Dianzhou) Implementation of Objectives Based on the Curriculum Standards: A Case of Teaching Using Letter to Represent Number at a Chinese Primary School in Chinese Mainland (HUANG Xingfeng, YANG Jinglei and LI Shiqi) Chinese Project-based Classroom Practices: Promoting Students' Engagement in Mathematical Activities (XU Binyan and ZHU Guangtian)A Large-Scale Video Survey on Taiwanese Fourth-Grade Classrooms of Mathematical Teaching Behaviors (LEE Yuan-Shun and LIN Fou-Lai) Features of Exemplary Lessons under the Curriculum Reform in Chinese Mainland: A Study of Thirteen Elementary Mathematics Lessons (MA Yunpeng and ZHAO Dongchen) Qingpu Mathematics Teaching Reform and Its Impact on Student Learning (GU Lingyuan, YANG Yudong and HE Zhenzhen)Chinese Mathematics Teachers, Teacher Education and Teacher Professional Development:Beliefs, Knowledge and Teaching: A Series of Studies about Chinese Mathematics Teachers (ZHANG Qiaoping and WONG Ngai-Ying)What Makes a Master Teacher? A Study of Thirty-One Mathematics Master Teachers in Chinese Mainland (FAN Lianghuo, ZHU Yan and TANG Caibin)Chinese Teachers' Mathematics Beliefs in the Context of Curriculum Reform (CHEN Qian and LEUNG Koon Shing Frederick) "Same Content Different Designs" Activities and Their Impact on Prospective Mathematics Teachers' Professional Development: The Case of Nadine (YUAN Zhiqiang and LI Xuhui)Exploration into Chinese Mathematics Teachers' Perceptions of Concept Map (JIN Haiyue, LU Jun and ZHONG Zhihua) Assisting Teachers in Maintaining High-Level Cognitive Demands of Mathematical Tasks in Classroom Practices: A Training Course in Taiwan (LIN Pi-Jen and TSAI Wen-Huan) The Relationships between Religious Beliefs and Teaching among Mathematics Teachers in Chinese Mainland, Taiwan and Hong Kong (LEU Yuh-Chyn, CHAN Yip-Cheung and WONG Ngai-Ying)Epilogue: Why the Interest in the Chinese Learner? (FAN Lianghuo, WONG Ngai-Ying, CAI Jinfa and LI Shiqi) Readership: Researchers, educators, lecturers, and graduate students in mathematics and education. Keywords:Mathematics;Mathematics Teaching and Learning;Mathematics Education;Chinese Education;China Study;Asian EducationKey Features:Concerted research effort. The book is well-planned, structured, and organizedUnique treatment of the topic: comprehensive and in-depth coverage on teaching, teacher, and teacher education for a wide range of international readersProminent authors and contributors: Many of them are the world's leading scholars or most active researchers



Mathematics Classrooms in Twelve Countries

Mathematics Classrooms in Twelve Countries Author David Clarke
ISBN-10 9789077874950
Release 2006
Pages 390
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This book reports the accounts of researchers investigating the eighth grade mathematics classrooms of teachers in Australia, China, the Czech Republic, Germany, Israel, Japan, Korea, The Philippines, Singapore, South Africa, Sweden and the USA. This combination of countries gives good representation to different European and Asian educational traditions, affluent and less affluent school systems, and mono-cultural and multi-cultural societies. Researchers within each local group focused their analyses on those aspects of practice and meaning most closely aligned with the concerns of the local school system and the theoretical orientation of the researchers. Within any particular educational system, the possibilities for experimentation and innovation are limited by more than just methodological and ethical considerations: they are limited by our capacity to conceive possible alternatives. They are also limited by our assumptions regarding acceptable practice. These assumptions are the result of a long local history of educational practice, in which every development was a response to emergent local need and reflective of changing local values. Well-entrenched practices sublimate this history of development. The Learner's Perspective Study is guided by a belief that we need to learn from each other. The resulting chapters offer deeply situated insights into the practices of mathematics classrooms in twelve countries: an insider's perspective. The Project The Learner's Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterisation of practice in the classrooms of competent teachers and the development of theory.



Mathematics Education

Mathematics Education Author Khoon Yoong Wong
ISBN-10 9789812833761
Release 2009
Pages 562
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This title provides much food for thought and pointers to meet future challenges in mathematics education not only within Singapore, but also in other countries.



Teaching and Learning Mathematics through Variation

Teaching and Learning Mathematics through Variation Author Rongjin Huang
ISBN-10 9789463007825
Release 2017-07-13
Pages 460
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"Efforts to improve mathematics teaching and learning globally have led to the ever-increasing interest in searching for alternative and effective instructional approaches from others. Students from East Asia, such as China and Japan, have consistently outperformed their counterparts in the West. Yet, Bianshi Teaching (teaching with variation) practice, which has been commonly used in practice in China, has been hardly shared in the mathematics education community internationally. This book is devoted to theorizing the Chinese mathematical teaching practice, Bianshi teaching, that has demonstrated its effectiveness over half a century; examining its systematic use in classroom instruction, textbooks, and teacher professional development in China; and showcasing of the adaptation of the variation pedagogy in selected education systems including Israel, Japan, Sweden and the US. This book has made significant contributions to not only developing the theories on teaching and learning mathematics through variation, but also providing pathways to putting the variation theory into action in an international context.“This book paints a richly detailed and elaborated picture of both teaching mathematics and learning to teach mathematics with variation. Teaching with variation and variation as a theory of learning are brought together to be theorized and exemplified through analysis of teaching in a wide variety of classrooms and targeting both the content and processes of mathematical thinking. Highly recommended.” – Kaye Stacey, Emeritus Professor of Mathematics Education, University of Melbourne, Australia “Many teachers in England are excited by the concept of teaching with variation and devising variation exercises to support their pupils’ mastery of mathematics. However, fully understanding and becoming proficient in its use takes time. This book provides a valuable resource to deepen understanding through the experiences of other teachers shared within the book and the insightful reflections of those who have researched this important area. – Debbie Morgan, Director for Primary Mathematics, National Centre for Excellence in the Teaching of Mathematics, United Kingdom"



Teaching and Learning Mathematics Through Variation

Teaching and Learning Mathematics Through Variation Author Rongjin Huang
ISBN-10 9463007806
Release 2016-11-25
Pages 476
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Efforts to improve mathematics teaching and learning globally have led to the ever-increasing interest in searching for alternative and effective instructional approaches from others. Students from East Asia, such as China and Japan, have consistently outperformed their counterparts in the West. Yet, Bianshi Teaching (teaching with variation) practice, which has been commonly used in practice in China, has been hardly shared in the mathematics education community internationally. This book is devoted to theorizing the Chinese mathematical teaching practice, Bianshi teaching, that has demonstrated its effectiveness over half a century; examining its systematic use in classroom instruction, textbooks, and teacher professional development in China; and showcasing of the adaptation of the variation pedagogy in selected education systems including Israel, Japan, Sweden and the US. This book has made significant contributions to not only developing the theories on teaching and learning mathematics through variation, but also providing pathways to putting the variation theory into action in an international context. "This book paints a richly detailed and elaborated picture of both teaching mathematics and learning to teach mathematics with variation. Teaching with variation and variation as a theory of learning are brought together to be theorized and exemplified through analysis of teaching in a wide variety of classrooms and targeting both the content and processes of mathematical thinking. Highly recommended." - Kaye Stacey, Emeritus Professor of Mathematics Education, University of Melbourne, Australia "Many teachers in England are excited by the concept of teaching with variation and devising variation exercises to support their pupils' mastery of mathematics. However, fully understanding and becoming proficient in its use takes time. This book provides a valuable resource to deepen understanding through the experiences of other teachers shared within the book and the insightful reflections of those who have researched this important area. - Debbie Morgan, Director for Primary Mathematics, National Centre for Excellence in the Teaching of Mathematics, United Kingdom



Invited Lectures from the 13th International Congress on Mathematical Education

Invited Lectures from the 13th International Congress on Mathematical Education Author Gabriele Kaiser
ISBN-10 9783319721705
Release 2018-02-05
Pages 786
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This book is Open Access under a CC BY 4.0 license. The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.



How Chinese Teach Mathematics and Improve Teaching

How Chinese Teach Mathematics and Improve Teaching Author Yeping Li
ISBN-10 9781136273551
Release 2012-07-26
Pages 272
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How Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China. It combines contributions from Chinese scholars with commentary from key Western scholars to offer multiple perspectives in viewing and learning about some important and distinctive features of mathematics classroom instruction. Viewing classroom instruction as part of teachers’ instructional practices, this book goes beyond teachers’ in-classroom instructional practice by also examining Chinese teachers’ approaches and practices in developing and improving teaching. Through this unique approach, How Chinese Teach Mathematics and Improve Teaching expands and unpacks the otherwise fragmented knowledge about Chinese practices in developing and carrying out mathematics classroom instruction. This book is indispensible reading for those interested in Chinese practices in mathematics teaching, and is a key book for teacher educators, school administrators and policy makers in expanding ways of supporting and helping mathematics teachers in instructional development and improvement.



Student Voice in Mathematics Classrooms around the World

Student Voice in Mathematics Classrooms around the World Author Berinderjeet Kaur
ISBN-10 9789462093508
Release 2013-09-06
Pages 317
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The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners’ practice with at least the same priority as that accorded to the teachers’ practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner’s Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory.



Algebra Teaching around the World

Algebra Teaching around the World Author Frederick K.S. Leung
ISBN-10 9789462097070
Release 2014-10-13
Pages 264
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Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and ‘Western’ countries. It seems that a common emphasis of algebra teaching in CHC countries is the ‘linkage’ or ‘coherence’ of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in ‘real world’ contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention to helping students to form connections between algebra and other aspects of their experience. Algebra Teaching around the World should be of value to researchers with a focus on algebra, pedagogy or international comparisons of education. Because of the pedagogical variations noted here, there is a great deal of material that will be of interest to both teachers and teacher educators.



Who s Afraid of the Big Bad Dragon

Who s Afraid of the Big Bad Dragon Author Yong Zhao
ISBN-10 9781118585016
Release 2014-08-14
Pages 272
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The secrets behind China's extraordinary educational system – good, bad, and ugly Chinese students' consistently stunning performance on the international PISA exams— where they outscore students of all other nations in math, reading, and science—have positioned China as a world education leader. American educators and pundits have declared this a "Sputnik Moment," saying that we must learn from China's education system in order to maintain our status as an education leader and global superpower. Indeed, many of the reforms taking hold in United States schools, such as a greater emphasis on standardized testing and the increasing importance of core subjects like reading and math, echo the Chinese system. We're following in China's footsteps—but is this the direction we should take? Who's Afraid of the Big Bad Dragon? by award-winning writer Yong Zhao offers an entertaining, provocative insider's account of the Chinese school system, revealing the secrets that make it both "the best and worst" in the world. Born and raised in China's Sichuan province and a teacher in China for many years, Zhao has a unique perspective on Chinese culture and education. He explains in vivid detail how China turns out the world's highest-achieving students in reading, math, and science—yet by all accounts Chinese educators, parents, and political leaders hate the system and long to send their kids to western schools. Filled with fascinating stories and compelling data, Who's Afraid of the Big Bad Dragon? offers a nuanced and sobering tour of education in China. Learn how China is able to turn out the world's highest achieving students in math, science, and reading Discover why, despite these amazing test scores, Chinese parents, teachers, and political leaders are desperate to leave behind their educational system Discover how current reforms in the U.S. parallel the classic Chinese system, and how this could help (or hurt) our students' prospects



Russian Mathematics Education

Russian Mathematics Education Author Alexander Karp
ISBN-10 9789814322706
Release 2011
Pages 505
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This anthology, consisting of two volumes, is intended to equip background researchers, practitioners and students of international mathematics education with intimate knowledge of mathematics education in Russia. Volume I, entitled Russian Mathematics Education: History and World Significance, consists of several chapters written by distinguished authorities from Russia, the United States and other nations. It examines the history of mathematics education in Russia and its relevance to mathematics education throughout the world. The second volume, entitled Russian Mathematics Education: Programs and Practices will examine specific Russian programs in mathematics, their impact and methodological innovations. Although Russian mathematics education is highly respected for its achievements and was once very influential internationally, it has never been explored in depth. This publication does just that.



MasterClass in Mathematics Education

MasterClass in Mathematics Education Author Paul Andrews
ISBN-10 9781441103338
Release 2013-11-21
Pages 240
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MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context. Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and expectations and enable them to evaluate effective strategies for their own contexts.



Lesson Study

Lesson Study Author Maitree Inprasitha
ISBN-10 9789814641081
Release 2015-03-25
Pages 392
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Classroom Innovations through Lesson Study is an APEC EDNET (Asia-Pacific Economic Cooperation Education Network) project that aims to improve the quality of education in the area of mathematics. This book includes challenges of lesson study implementation from members of the APEC economies. Lesson study is one of the best ways to improve the quality of teaching. It is a model approach for improvement of teacher education across the globe. This book focuses on mathematics education, teacher education, and curriculum implementation and reforms. Contents:The Role of Lesson Study in Overcoming Challenges in Mathematics Education:Mathematics Education for the Knowledge-Based Society (Alan J Bishop)Mathematical Thinking for Classroom Decision Making (Kaye Stacey)Setting Lesson Study within a Long-Term Framework of Learning (David Tall)Lesson Study: An Essential Process for Improving Mathematics Teaching and Learning (Akihiko Takahashi)Comparative Study of Mathematics Classrooms — What can be Learned from the TIMSS 1999 Video Study? (Frederick K S Leung)The Science of Lesson Study in the Problem Solving Approach (Masami Isoda)Preparing Ground for the Introduction of Lesson Study in Thailand (Maitree Inprasitha)Perspectives on Lesson Study and Professional Development:History of Lesson Study to Develop Good Practices in Japan (Shizumi Shimizu & Kimiho Chino)What have We Learned about Lesson Study Outside Japan? (Catherine Lewis)Enhancing Mathematics Teachers' Professional Development through Lesson Study ~ A Case Study in Singapore ~ (Ban-Har Yeap, Peggy Foo & Poh Suan Soh)Using Lesson Study to Develop an Approach to Problem Solving: Adding and Subtracting Fractions (Kazuyoshi Okubo & Hiroko Tsuji)Prospective Teacher Education in Mathematics through Lesson Study (Maitree Inprasitha)In-service Teacher Education in Mathematics through Lesson Study (Soledad A Ulep)Lesson Study for Illustrating Innovative Approaches in the Classroom:Transforming Education through Lesson Study: Thailand's Decade-Long Journey (Maitree Inprasitha)Mathematics Teachers Professional Development through Lesson Study in Indonesia (Marsigit)Lesson Study in Chile (Grecia Gálvez)Initiating Lesson Study to Promote Good Practices: A Malaysian Experience (Chap Sam Lim & Chin Mon Chiew)Using Lesson Study as a Means to Innovation for Teaching and Learning Mathematics in Vietnam: Research Lesson on the Property of the Three Medians in a Triangle (Tran Vui)Lesson Study in Singapore: A Case of Division with Remainder in a Third Grade Mathematics Classroom (Yanping Fang & Christine Kim Eng Lee)Enabling Teachers to Introduce Innovations in the Classroom through Lesson Study (Soledad A Ulep)What is a Good Lesson in Japan? An Analysis (Takeshi Miyakawa)Using Lesson Study to Connect Procedural Knowledge with Mathematical Thinking (Patsy Wang-Iverson & Marian Palumbo) Readership: Mathematics educators of teacher training colleges, mathematics teachers, prospective teachers (elementary and secondary school) and undergraduate students in mathematics. Key Features:Presents the world reform movement by top researchersIncludes the challenges of lesson study and videos of model lessons in the world (lesson videos will be available on the website: http://www.criced.tsukuba.ac.jp/math/apec)Includes the Japanese teaching methods called “problem-solving approaches”Keywords:Lesson Study;Mathematics;Mathematics Education;Elementary School;Secondary School;Open-Ended Approach;Problem Solving;Teacher Education;Pedagogical Content Knowledge;Action Research;Lesson Videos;Curriculum Standards



Responsive Teaching in Science and Mathematics

Responsive Teaching in Science and Mathematics Author Amy D. Robertson
ISBN-10 9781317423744
Release 2015-10-05
Pages 216
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Answering calls in recent reform documents to shape instruction in response to students’ ideas while integrating key concepts and scientific and/or mathematical practices, this text presents the concept of responsive teaching, synthesizes existing research, and examines implications for both research and teaching. Case studies across the curriculum from elementary school through adult education illustrate the variety of forms this approach to instruction and learning can take, what is common among them, and how teachers and students experience it. The cases include intellectual products of students’ work in responsive classrooms and address assessment methods and issues. Many of the cases are supplemented with online resources (http://www.studentsthinking.org/rtsm) including classroom video and extensive transcripts, providing readers with additional opportunities to immerse themselves in responsive classrooms and to see for themselves what these environments look and feel like.



Russian Mathematics Education

Russian Mathematics Education Author Alexander Karp
ISBN-10 9789814277051
Release 2010
Pages 387
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Volume I, entitled Russian Mathematics Education: History and World Significance, consists of several chapters written by distinguished authorities from Russia, the United States and other nations. It Examines the hostory of mathematics education in Russia and its relevance to mathematics education throughout the world. The second volume, entitled Russian Mathematics education is highly respected for its achievements and was once very influential internationally, it has never been explored in depth. This publication does just that. --Book Jacket.



The First Sourcebook on Asian Research in Mathematics Education 2 Volumes

The First Sourcebook on Asian Research in Mathematics Education 2 Volumes Author Bharath Sriraman
ISBN-10 9781681232799
Release 2015-08-01
Pages 1798
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Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the “flat earth” syndrome, old distinctions and biases between different groups of researcher’s persist. In addition limited accessibility to conferences and journals also contribute to this problem. The International Sourcebooks in Mathematics and Science Education focus on underrepresented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education. The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives.