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International Perspectives on the Teaching and Learning of Geometry in Secondary Schools
This book presents current perspectives on theoretical and empirical issues related to the teaching and learning of geometry at secondary schools. It contains chapters contributing to three main areas. A first set of chapters examines mathematical, epistemological, and curricular perspectives. A second set of chapters presents studies on geometry instruction and teacher knowledge, and a third set of chapters offers studies on geometry thinking and learning. Specific research topics addressed also include teaching practice, learning trajectories, learning difficulties, technological resources, instructional design, assessments, textbook analyses, and teacher education in geometry. Geometry re...
Unlocking the Mystery
Do you need new ideas for teaching mathematical modeling? Or are you ready to incorporate mathematical modeling into your daily classroom lessons but aren't quite sure where to start? This comprehensive resource will get you started and expand your repertoire. Through authentic scenarios and practical ideas that engage students' imaginations, authors Michelle Cirillo and John A. Pelesko equip secondary teachers with tools needed to be comfortable with mathematical modeling and explore the topic in a way that's both inspiring and prepares students for STEM careers. Learn the nuts and bolts of effective mathematical modeling instruction and how to use mathematical modeling to answer real-world questions in this invaluable resource and important contribution to mathematics education.
Mathematics Teachers at Work
This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on – but not restricted to – those materials developed in the 1990s in response to the NCTM’s Principles and Standards for School Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years and growing scholarly interest in their use, the book represents the first compilation of research on teachers and mathematics curriculum materials and the first volume with this focus in any content area in several decades.
Technology and Innovation in Learning, Teaching and Education
This book constitutes the thoroughly refereed post-conference proceedings of the Second International Conference on Technology and Innovation in Learning, Teaching and Education, TECH-EDU 2020, held in Vila Real, Portugal, in December 2020. Due to the COVID-19 pandemic the conference was held in a fully virtual format. The 27 revised full papers along with 15 short papers presented were carefully reviewed and selected from 79 submissions.The papers are organized in topical sections on digital resources as epistemic tools to improve STEM learning; digital technologies to foster critical thinking and monitor self and co-regulation of e-learning; Covid-19 pandemic, changes in educational ecosystem and remote teaching; transforming teaching and learning through technology; educational proposals using technology to foster learning competences.
Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof
This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular conceptions of each construct. Through analyses of classroom practice across grade levels using different lenses - particular conceptions of argumentation, justification, and proof - researchers consider the implications of how each conception shapes empirical outcomes. In each section, organized by grade band, authors adopt particular conceptions of argumentation, justification, and proof, and they analyse one data set from each perspective. In addition, each section includes a synthesis chapter from an expert in the field to bring to the fore potential implications, as well as new questions, raised by the analyses. Finally, a culminating section considers the use of each conception across grade bands and data sets.
Peterson's Graduate Programs Programs in Mathematics 2011
Peterson's Graduate Programs in Mathematics contains a wealth of information on colleges and universities that offer graduate work in Applied Mathematics, Applied Statistics, Biomathematics, Biometry, Biostatistics, Computational Sciences, Mathematical and Computational Finance, Mathematics, and Statistics. The institutions listed include those in the United States, Canada, and abroad that are accredited by U.S. accrediting bodies. Up-to-date information, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable information on degree offerings, professional accreditation, jointly offered degrees, part-time and evening/weekend programs, postbaccal...
Doing Research: A New Researcher’s Guide
This book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education. Based on the authors’ extensive experience as researchers, as mentors, and as members of the editorial team for the Journal for Research in Mathematics Education (JRME), this book directly speaks to researchers and their communities about each phase of the process for conceptualizing, conducting, and communicating high-quality research in (mathematics) education. In the late 2010s, both JRME and Educational Studies in Mathematics celebrated 50 years of publishing high-quality research in mathematics...
Mathematical Discourse: Let the Kids Talk!
This invaluable resource provides teachers with the tools they need to facilitate mathematical discourse and create opportunities for students to think constructively, communicate effectively, and increase mathematics proficiency. This book will help teachers develop a new set of pedagogical skills and strategies to assess, plan, and organize their classrooms in a manner that is conducive to mathematical discourse. With helpful tips and strategies that are easy to implement, this standards-based book supports an equitable learning environment by encouraging active listening, clear communication, justification of perspective, and acknowledgement of students' experiences. Each chapter includes Culturally and Linguistically Responsive Teaching and Learning strategies to address cultural norms for diverse populations, and support the needs of English language learners. With tips for implementing Math Talks and Number Talks, this resource will get students thinking like mathematicians in no time.
Equity in Discourse for Mathematics Education
This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students’ sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.
