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Beyond Constructivism
This book has two primary goals. On the level of theory development, the book clarifies the nature of an emerging "models and modeling perspective" about teaching, learning, and problem solving in mathematics and science education. On the level of emphasizing practical problems, it clarifies the nature of some of the most important elementary-but-powerful mathematical or scientific understandings and abilities that Americans are likely to need as foundations for success in the present and future technology-based information age. Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching features an innovative Web site housing online appendi...
Handbook of Research Design in Mathematics and Science Education
The Handbook of Research Design in Mathematics and Science Education is based on results from an NSF-supported project (REC 9450510) aimed at clarifying the nature of principles that govern the effective use of emerging new research designs in mathematics and science education. A primary goal is to describe several of the most important types of research designs that: * have been pioneered recently by mathematics and science educators; * have distinctive characteristics when they are used in projects that focus on mathematics and science education; and * have proven to be especially productive for investigating the kinds of complex, interacting, and adapting systems that underlie the develop...
Modeling Students' Mathematical Modeling Competencies
Modeling Students’ Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects.
Foundations for the Future in Mathematics Education
The central question addressed in Foundations for the Future in Mathematics Education is this: What kind of understandings and abilities should be emphasized to decrease mismatches between the narrow band of mathematical understandings and abilities that are emphasized in mathematics classrooms and tests, and those that are needed for success beyond school in the 21st century? This is an urgent question. In fields ranging from aeronautical engineering to agriculture, and from biotechnologies to business administration, outside advisors to future-oriented university programs increasingly emphasize the fact that, beyond school, the nature of problem-solving activities has changed dramatically ...
Circles Disturbed
Why narrative is essential to mathematics Circles Disturbed brings together important thinkers in mathematics, history, and philosophy to explore the relationship between mathematics and narrative. The book's title recalls the last words of the great Greek mathematician Archimedes before he was slain by a Roman soldier—"Don't disturb my circles"—words that seem to refer to two radically different concerns: that of the practical person living in the concrete world of reality, and that of the theoretician lost in a world of abstraction. Stories and theorems are, in a sense, the natural languages of these two worlds—stories representing the way we act and interact, and theorems giving us ...
Didactics of Mathematics as a Scientific Discipline
Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field. The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Educat...
Problem Posing and Problem Solving in Mathematics Education
This book presents both theoretical and empirical contributions from a global perspective on problem solving and posing (PS/PP) and their application, in relation to the teaching and learning of mathematics in schools. The chapters are derived from selected presentations in the PS/PP Topical Study Group in ICME14. Although mathematical problem posing is a much younger field of inquiry in mathematics education, this topic has grown rapidly. The mathematics curriculum frameworks in many parts of the world have incorporated problem posing as an instructional focus, building on problem solving as its foundation. The juxtaposition of problem solving and problem posing in mathematics presented in this book addresses the needs of the mathematics education research and practice communities at the present day. In particular, this book aims to address the three key points: to present an overview of research and development regarding students’ mathematical problem solving and posing; to discuss new trends and developments in research and practice on these topics; and to provide insight into the future trends of mathematical problem solving and posing.
Theories of Mathematics Education
Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM—The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt für - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincaré (1854–1912), who said “To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.
Handbook of International Research in Mathematics Education
This book brings together mathematics education research that makes a difference in both theory and practice - research that anticipates problems and needed knowledge before they become impediments to progress.
Informatics Education - Supporting Computational Thinking
This book constitutes the refereed proceedings of the Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2008, held in Torun, Poland in July 2008. The 28 revised full papers presented together with 4 invited papers were carefully reviewed and selected from 63 submissions. A broad variety of topics related to teaching informatics in secondary schools is addressed ranging from national experience reports to paedagogical and methodological issues. The papers are organized in topical sections on informatics, a challenging topic, didactical merits of robot-based instruction, transfer of knowledge and concept formation, working with objects and programming, strategies for writing textbooks and teacher education, national and international perspectives on ICT education, as well as e-learning.
