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The Mathematical Education of Teachers II

The Mathematical Education of Teachers II Author Conference Board of the Mathematical Sciences
ISBN-10 9780821869260
Release 2012
Pages 86
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This report is a resource for those who teach mathematics and statistics to pre-K-12 mathematics teachers, both future teachers and those who already teach in our nation's schools. The report makes recommendations for the mathematics that teachers should know and how they should come to know that mathematics.

The Mathematical Education of Teachers

The Mathematical Education of Teachers Author
ISBN-10 0821828991
Release 2001
Pages 145
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Now is a time of great interest in mathematics education. Student performance, curriculum, and teacher education are the subjects of much scrutiny and debate. Studies on the mathematical knowledge of prospective and practicing U. S. teachers suggest ways to improve their mathematical educations. It is often assumed that because the topics covered in K-12 mathematics are so basic, they should be easy to teach. However, research in mathematics education has shown that to teach well, substantial mathematical understanding is necessary--even to teach whole-number arithmetic. Prospective teachers need a solid understanding of mathematics so that they can teach it as a coherent, reasoned activity and communicate its elegance and power. This volume gathers and reports current thinking on curriculum and policy issues affecting the mathematical education of teachers. It considers two general themes: (1) the intellectual substance in school mathematics; and (2) the special nature of the mathematical knowledge needed for teaching. The underlying study was funded by a grant from the U.S. Department of Education. The mathematical knowledge needed for teaching is quite different from that required by students pursuing other mathematics-related professions. Material here is geared toward stimulating efforts on individual campuses to improve programs for prospective teachers. This report contains general recommendations for all grades and extensive discussions of the specific mathematical knowledge required for teaching elementary, middle, and high-school grades, respectively. It is also designed to marshal efforts in the mathematical sciences community to back important national initiatives to improve mathematics education and to expand professional development opportunities. The book will be an important resource for mathematics faculty and other parties involved in the mathematical education of teachers.

Research Advances in the Mathematical Education of Pre service Elementary Teachers

Research Advances in the Mathematical Education of Pre service Elementary Teachers Author Gabriel J. Stylianides
ISBN-10 9783319683423
Release 2017-11-16
Pages 304
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This book examines new trends and developments in research related to the mathematical education of pre-service elementary teachers, and explores the implications of these research advances for theory and practice in teacher education. The book is organized around the following four overarching themes: pre-service teachers’ mathematics content and mathematics-specific pedagogical preparation; professional growth through activities and assessment tools used in mathematics teacher preparation programs; pre-service mathematics teachers’ knowledge and beliefs; and perspectives on noticing in the preparation of elementary mathematics teachers. Including contributions from researchers working in 11 different countries, the book offers a forum for discussing and debating the state of the art regarding the mathematical preparation of pre-service elementary teachers. By presenting and discussing the findings of research conducted in different countries, the book offers also opportunities to readers to learn about varying teacher education practices around the world, such as: innovative practices in advancing or assessing teachers’ knowledge and beliefs, similarities and differences in the formal mathematics education of teachers, types of and routes in teacher education, and factors that can influence similarities or differences.

Handbook of International Research in Mathematics Education

Handbook of International Research in Mathematics Education Author Lyn D. English
ISBN-10 9781134626717
Release 2015-07-30
Pages 738
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This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.

Debates in Mathematics Education

Debates in Mathematics Education Author Dawn Leslie
ISBN-10 9781134483723
Release 2013-10-01
Pages 232
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Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. It engages with established and contemporary debates, promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Written by experts in the field of mathematics education, it investigates and offers fresh insight into topics of central importance, including: Gender, social inequality and mathematics Mathematics, politics and climate change The history and culture of mathematics Using popular culture in the mathematics classroom The concept of ‘ability’ and its impact on learning What we mean by ‘teaching for understanding’ Choosing and using examples in teaching The fitness of formal examinations. Designed to stimulate discussion and support you in your own research, writing and practice, Debates in Mathematics Education will be a valuable resource for any student or practising teacher engaged in initial teacher training, continuing professional development or Masters level study. It also has much to offer to those leading initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research.

Contemporary Issues in Mathematics Education

Contemporary Issues in Mathematics Education Author Estela A. Gavosto
ISBN-10 0521654718
Release 1999-06-13
Pages 174
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This volume presents a serious discussion of educational issues, with representations of opposing ideas.

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.

Embracing Mathematics

Embracing Mathematics Author Peter Appelbaum
ISBN-10 9781135892241
Release 2008-06-30
Pages 368
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This alternative textbook for courses on teaching mathematics asks teachers and prospective teachers to reflect on their relationships with mathematics and how these relationships influence their teaching and the experiences of their students. Applicable to all levels of schooling, the book covers basic topics such as planning and assessment, classroom management, and organization of classroom experiences; it also introduces some novel approaches to teaching mathematics, such as psychoanalytic perspectives and post-modern conceptions of curriculum. Traditional methods-of-teaching issues are recast in a new discourse, provoking new ideas for making mathematics education meaningful to teachers as well as their students. Co-authored by a professor and coordinator of mathematics education programs, with illustrative contributions from practicing elementary, middle, and high school mathematics teachers, this book is a unique collaboration across all pre-college grades, making it ideal for teacher discussion groups at any level. Embracing Mathematics: integrates pedagogy and content exploration in ways that are unique in mathematics education features textboxes with reflection questions and suggested explorations that can be easily utilized as homework for a course or as discussion opportunities for teacher reading groups offers examples of teachers’ action research projects that grew out of their interactions with the main chapters in the book is not narrowly limited to mathematics education but incorporates curriculum studies – an invaluable asset that allows instructors to find more ways to engage students in self-reflexive acts of teaching Embracing Mathematics is intended as a method text for undergraduate and master’s-level mathematics education courses and more specialized graduate courses on mathematics education, and as a resource for teacher discussion groups.

Teaching Mathematics in Colleges and Universities

Teaching Mathematics in Colleges and Universities Author Solomon Friedberg
ISBN-10 0821828231
Release 2001
Pages 67
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Progress in mathematics frequently occurs first by studying particular examples and then by generalizing the patterns that have been observed into far-reaching theorems. Similarly, in teaching mathematics one often employs examples to motivate a general principle or to illustrate its use. This volume uses the same idea in the context of learning how to teach: By analyzing particular teaching situations, one can develop broadly applicable teaching skills useful for the professional mathematician. These teaching situations are the Case Studies of the title. Just as a good mathematician seeks both to understand the details of a particular problem and to put it in a broader context, the examples presented here are chosen to offer a serious set of detailed teaching issues and to afford analysis from a broad perspective. Each case raises a variety of pedagogical and communication issues that may be explored either individually or in a group facilitated by a faculty member. The methodology of Case Studies is widely used in areas such as business and law. The consideration of the mathematics cases presented here will help readers to develop teaching skills for their own classrooms. See the faculty edition at Teaching Mathematics in Colleges and Universities: Case Studies for Today's Classroom: Faculty Edition

The Mathematics Education of Elementary Teachers

The Mathematics Education of Elementary Teachers Author Lynn Cecilia Hart
ISBN-10 1681235730
Release 2016-08
Pages 142
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The Mathematics Education of Elementary Teachers has been writing in one form or another for most of life. You can find so many inspiration from The Mathematics Education of Elementary Teachers also informative, and entertaining. Click DOWNLOAD or Read Online button to get full The Mathematics Education of Elementary Teachers book for free.

Developing Research in Mathematics Education

Developing Research in Mathematics Education Author Tommy Dreyfus
ISBN-10 9781351625401
Release 2018-04-27
Pages 22
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Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include: the content domains of arithmetic, geometry, algebra, statistics, and probability; the mathematical processes of proving and modeling; teaching and learning at specific age levels from early years to university; teacher education, teaching and classroom practices; special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history; theoretical perspectives and comparative approaches in mathematics education research. This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.

Resources for Preparing Middle School Mathematics Teachers

Resources for Preparing Middle School Mathematics Teachers Author Cheryl Beaver
ISBN-10 0883851903
Release 2013-01-01
Pages 202
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"Cheryl Beaver, Laurie Burton, Maria Fung, Klay Kruczek, editors"--Cover.

Engaging Young Children in Mathematics

Engaging Young Children in Mathematics Author Douglas H. Clements
ISBN-10 9780805842104
Release 2004
Pages 474
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Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education, and psychology; curriculum developers; teachers; policymakers; and professionals from organizations such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2. The volume is organized into two main parts and an online appendix ( Part One, Major Themes and Recommendations, offers a framework for thinking about pre-kindergarten - grade 2 mathematics education and specific recommendations. Part Two, Elaboration of Major Themes and Recommendations, provides substantive detail regarding young students' understandings of mathematical ideas. Each Part includes five parallel subsections: "Standards in Early Childhood Education"; "Math Standards and Guidelines"; "Curriculum, Learning, Teaching, and Assessment"; "Professional Development"; and "Toward the Future: Implementation and Policy." As a whole the book: * presents comprehensive summaries of research that provide specific guidelines for standards, curriculum, and teaching; * takes the recent reports and recommendations for early childhood mathematics education to the next level; * integrates practical details and research throughout; and * provides a succinct, but thorough review of research on the topics, sequences, and learning trajectories that children can and should learn at each of their first years of life, with specific developmental guidelines that suggest appropriate content for each topic for each year from 2-year-olds to 7-year-olds. This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher development materials, and students in mathematics education, early childhood trainers, teacher educators, and faculty in mathematics education.

Language in Mathematical Education

Language in Mathematical Education Author Kevin Durkin
ISBN-10 UOM:39015024814892
Release 1991
Pages 279
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Knowledge is transmitted, explored and advanced via language face-to-face, in printed texts, and in other media. Children and their teachers write, read, talk and listen mathematics. Mathematics education begins and proceeds in language, it advances or stumbles because of language, and its outcomes are often assessed in language. Language and Mathematical Educuation presents current perspectives and reviews the key issues. It brings together in one volume work from researchers concerned with various aspects of language in mathematics education. Each contributor provides an account of their research and draws out the practical implications in terms which will inform and guide teachers.

The Proceedings of the 12th International Congress on Mathematical Education

The Proceedings of the 12th International Congress on Mathematical Education Author Sung Je Cho
ISBN-10 9783319126883
Release 2015-02-10
Pages 648
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This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfully contributed to the sustainable development of mathematics education across the world. The program provides food for thought and inspiration for practice for everyone with an interest in mathematics education and makes an essential reference for teacher educators, curriculum developers and researchers in mathematics education. The work includes the texts of the four plenary lectures and three plenary panels and reports of three survey groups, five National presentations, the abstracts of fifty one Regular lectures, reports of thirty seven Topic Study Groups and seventeen Discussion Groups.

Lesson Study Research and Practice in Mathematics Education

Lesson Study Research and Practice in Mathematics Education Author Lynn C. Hart
ISBN-10 9048199417
Release 2011-01-11
Pages 294
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Lesson study is a professional development process that teachers engage in to systematically examine their practice, with the goal of becoming more effective. Originating in Japan, lesson study has gained significant momentum in the mathematics education community in recent years. As a process for professional development, lesson study became highly visible when it was proposed as a means of supporting the common practice of promoting better teaching by disseminating documents like standards, benchmarks and nationally validated curricula. While the body of knowledge about lesson study is growing, it remains somewhat elusive and composed of discrete research endeavors. As a new research area there is no coherent knowledge base yet. This book will contribute to the field bringing the work of researchers and practitioners together to create a resource for extant work. This book describes several aspects of Lesson Study, amongst others: it gives an historical overview of the concept, it addresses issues related to learning and teaching mathematics, it looks at the role of the teacher in the process. The last two sections of the book look at how lesson Study can be used with preservice mathematics teachers and at university mathematics methods teaching.

Mathematics Education and Subjectivity

Mathematics Education and Subjectivity Author Tony Brown
ISBN-10 9400717393
Release 2011-07-09
Pages 216
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This book is centrally concerned with how mathematics education is represented and how we understand mathematical teaching and learning with view to changing them. It considers teachers, students and researchers. It explores their mathematical thinking and the concepts that this thought produces. But also how these concepts acquire cultural layers that mediate our apprehension. The book examines some of the linguistic and socio-cultural filters that influence mathematical understanding. But above all it introduces some contemporary theories of human subjectivity, in which subjectivity is seen primarily as consequential to, rather than productive of, our attempts to represent or categorise the world in which we live. That is, our sense of who we are results from our attempts to see ourselves against the various versions of the world that we encounter. Such theories trouble the very notion of mathematical "concepts" as apprehended by "humans". And in foregrounding this concern with subjectivity the book considers mathematics rather differently to styles more familiar in many instances of mathematics education research. The book proposes that mathematics can provoke us to think differently about our world and as a result enable our transformative capacities. Such an orientation may disturb our understanding of what mathematics is, how it exists in an "objective" sense, insofar as mathematical objects can be derived from social filters being applied to the world, but also serve as filters on the world capable of producing new social entities.