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Making Algebra Meaningful
"Meaningful algebra learning remains out of reach for too many learners. If we accept the premise shared by many leading thinkers, organizations, teachers, researchers, and parents, algebra is for all students, yet remains a civil rights issue (Moses & Cobb, 2001) that is an opportunity for only some. In this book I argue that adopting different lenses for what counts as meaningful algebra learning and teaching helps us to think differently. Question: How might teachers, researchers, and leaders realize meaningful algebra education for all students? Answer: Together, with a diversity of resources, and from a variety of perspectives or lenses on what counts as "meaningful." This book reflects...
Lessons Learned from Research on Mathematics Curriculum
This volume focuses on research related to mathematics curriculum. But rather than focusing on results of research, it focuses on lessons learned about conducting research on curriculum, whether about design and development, analysis of curriculum in the form of official standards or textbook instantiations, teacher intentions related to curriculum implementation, or actual classroom enactment. For scholars interested in curriculum research, the volume offers lessons about conducting curriculum research that have been learned by others engaged in such work, including frameworks, tools, and techniques, as well as challenges and issues faced, with solutions to address them. Sharing lessons from authors of different countries strengthens the broader mathematics research community and provides insights that can help researchers make important strides forward in research on mathematics curriculum.
Enacted Mathematics Curriculum
This volume is an outgrowth of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010. The volume has the potential to be useful to a range of researchers, from established veterans in curriculum research to new researchers in this area of mathematics education. The chapters can be used to generate conversation about researching the enacted mathematics curriculum, including similarities and differences in the variables that can and should be studied across various curricula. As such, it might be used by a curriculum project team as it outlines a research agenda for curriculum or program evaluatio...
Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds
This book highlights new developments in the teaching and learning of algebraic thinking with 5- to 12-year-olds. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for teaching early algebra. Building on the work of the ICME-13 (International Congress on Mathematical Education) Topic Study Group 10 on Early Algebra, well-known authors such as Luis Radford, John Mason, Maria Blanton, Deborah Schifter, and Max Stephens, as well as younger scholars from Asia, Europe, South Africa, the Americas, Australia and New Zealand, present novel theoretical perspectives and their latest findings. The book is divided into three parts that f...
Eyes on Math
This unique teaching resource provides over 100 engaging, full-color visuals and explains how teachers can use each image to stimulate mathematics learning, to explain mathematical concepts, and to assess students’ mathematical understanding in grades K–8. Readers are provided with a strong mathematical background, copies of the visuals they can download and use directly, and helpful questions to raise with their students. Expected answers for each question and follow-up extensions are also provided. New to this second edition are suggestions for Notice and Wonder stimuli to get mathematical conversations started, with suggestions for teacher responses and probes, and suggestions for vis...
Math Unlimited
This collection of essays spans pure and applied mathematics. Readers interested in mathematical research and historical aspects of mathematics will appreciate the enlightening content of the material. Highlighting the pervasive nature of mathematics today in a host of different areas, the book also covers the spread of mathematical ideas and techn
Powers of Ten
Over 100,000 copies of this spectacular journey have already been sold. In forty-two consecutive scenes, each at a different `power of ten` level of magnification, readers are taken from the dimension of one billion light years to the realm of the atom. The text and other illustrations depict what we can perceive at each progressively smaller level of magnitude. " A brilliant pictorial and textual embodiment of a wonderful idea. " Stephen Jay Gould Videos of Powers of Ten are available from: RITELtd. Cross Tree, Walton Street, Walton in Gordano, Clevedon, Avon BS21 7AW Tel: 01275-340279 Fax: 01275-340327
Developing Essential Understanding of Algebraic Thinking for Teaching Mathematics in Grades 3-5
Like algebra at any level, early algebra is a way to explore, analyse, represent and generalise mathematical ideas and relationships. This book shows that children can and do engage in generalising about numbers and operations as their mathematical experiences expand. The authors identify and examine five big ideas and associated essential understandings for developing algebraic thinking in grades 3-5. The big ideas relate to the fundamental properties of number and operations, the use of the equals sign to represent equivalence, variables as efficient tools for representing mathematical ideas, quantitative reasoning as a way to understand mathematical relationships and functional thinking to generalise relationships between covarying quantities. The book examines challenges in teaching, learning and assessment and is interspersed with questions for teachers’ reflection.
Early Childhood Mathematics Education Research
This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.
The Works of Molière
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