Download or read book Papers for the Third International Conference of the International Group for the Psychology of Mathematics Education written by and published by . This book was released on 1979 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Third International Handbook of Mathematics Education written by M.A. (Ken) Clements and published by Springer Science & Business Media. This book was released on 2012-11-15 with total page 1119 pages. Available in PDF, EPUB and Kindle. Book excerpt: The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.
Download or read book PME 6 written by Alfred Vermandel and published by . This book was released on 1982 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Group for the Psychology of Mathematics Education (IGPME) was founded in 1976 at the Third International Congress for Mathematics Education, to promote international contacts and the exchange of scientific information in the psychology of mathematical education. The goal was to further a deeper and more correct understanding of the psychological aspects of teaching and learning mathematics and the implications thereof. This material consists of two documents. The first is a collection of approximately 70 papers classified under the following themes: (1) Concept Formation; (2) Problem Solving; (3) Language; (4) Proof; (5) Arithmetic and Algebra; (6) Ratio and Proportion; (7) Methods of Teaching; (8) Assessment; (9) Errors, (10) Discovery Learning; (11) Social Aspects; and (12) Neurophysiology. The second volume contains two of the five plenary lectures presented at the conference, a listing of the contents for the first document, and five additional conference papers. (MP)
Download or read book Proceedings of the International Conference for the Psychology of Mathematics Education written by and published by . This book was released on 1998 with total page 660 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Papers for the Third International Conference for the Psychology of Mathematics Education written by International Conference for the Psychology of Mathematics Education and published by . This book was released on 1979 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Psychology of Mathematics Education written by Luciano Meira and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Index of Conference Proceedings written by British Library. Document Supply Centre and published by . This book was released on 2003 with total page 870 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Proceedings of the Conference of the International Group for the Psychology of Mathematics Education 29th Melbourne Australia July 10 15 2005 written by International Group for the Psychology of Mathematics Education and published by . This book was released on 2005 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary lectures include: (1) Modelling Students' Learning in Argumentation and Mathematics Proof (Fou-Lai Lin); (2) Travelling the Road to Expertise (Stacey); (3) Telling Identities (Sfar and Prusak); and (4) Co-Constructing Artefacts and Knowledge in Net-Based Teams (Reimann). The plenary panel section includes: (1) What Do Studies Like PISA Mean to the Mathematics Education Community? (Jones); (2) From a Profile to the Scrutiny of Student Performance (Yoshinori); (3) The PISA-Study (Neubrand); (4) Some Results from the PISA 2003 International Assessment of Mathematics Learning (Kieran); and (5) The Foundation and Spectacle of [the Leaning Tower of] PISA (Williams). The first research forum (RF01) includes: (1) Not Everything Is Proportional (De Brock, Van Dooren, and Verschaffel); (2) Designing Instruction on Proportional Reasoning with Average Speed (Gravemeijer, van Galen, and Keijzer); (3) Folding Perimeters (Friedlander and Arcavi); and (4) The Dolls' House Classroom (Ainley and Pratt). The second research forum (RF02) includes: (1) Shaping a Multi-Dimensional Analysis of Signs (Arzarello, Ferrara, Robutti, Paola, and Sabena); (2) Working with Artefacts (Bussi and Maschietto); (3) The Role of Gestures in Mathematical Discourse (Edwards); (4) Connecting Talk, Gesture, and Eye Motion for the Microanalysis of Mathematics Learning (Ferrara and Nemirovsky); (5) Why Do Gestures Matter? Gestures as Semiotic Means of Objectification (Radford); (6) Gestures, Signs and Mathematisation (Williams); and (7) Building Intellectual Infrastructure to Expose and Understand Ever-Increasing Complexity (Kaput). The third research forum (RF03) includes: (1) Using Growth Points to Describe Pathways for Young Children's Number Learning (Gervasoni); (2) Number Attainment in Sri Lankan Primary Schools (Hart); and (3) Mathematics Recovery (Pearn). The fourth research forum (RF04) includes: (1) The Place of Theory in Mathematics Education Research (Lester, Jr.); (2) Theories of Mathematics Education (Lerman); (3) The Articulation of Symbol and Mediation in Mathematics Education (Armella); (4) Using Theory to Advance Our Understandings of Student Cognitive Development (Pegg and Tall); (5) Trends in the Evolution of Models and Modeling Perspectives on Mathematical Learning and Problem Solving (Lesh and English); and (6) Issues and Tendencies in German Mathematics-Didactics (Torner and Sriraman). (Individual papers contain references.).
Download or read book Proceedings of the 3 International Conference for the Psychology of Mathematics Education written by International Conference for the Psychology of Mathematics Education. 3, 1979, Coventry and published by . This book was released on 1979 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education written by and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Emerging Curriculum written by Andrew J.C. Begg and published by BRILL. This book was released on 2008-01-01 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: An important contribution that ‘Emerging curriculum’ makes is a reconceptualizing of the curriculum development process. This moves development thinking from the traditional research-development-dissemination model to one that acknowledges: the interrelatedness of many influences on curriculum, the multi-layered nature of curriculum, and the complexity of the educational system in which curriculum exists. Indeed the educational system is envisaged as a ‘complex living system’.
Download or read book Proceedings of the Seventh International Conference for the Psychology of Mathematics Education written by Rina Hershkowitz and published by . This book was released on 1983 with total page 447 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document contains plenary and contributed papers presented at the seventh PME meeting, held near Jerusalem, Israel in July 1983. Three plenary papers focused on implicit models in solving problems, discussions with teachers and children, and heuristics. Contributed papers were classified under seven headings: learning theories (generalization, psychological theories, neuropsychological theories), cognitive studies in arithmetic (word problems, natural numbers, fractions and ratio, operations, applications to teaching), cognitive studies in geometry (concept formation, spatial visualization, reasoning), cognitive studies in algebra and related domains (functions, student concepts and misconceptions), computers and mathematics learning, methodology, and teachers and teaching. The supplement contains information about the conference, additional papers (including a plenary paper on research problems), and names and addresses of participants. (MNS)
Download or read book Mathematics Education as a Research Domain A Search for Identity written by Anna Sierpinska and published by Springer. This book was released on 2013-03-14 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in socially established and culturally, politically, and economically justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela tions between the teacher and the taught, and other general problems in the inter face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.
Download or read book Statistics and Probability in High School written by Carmen Batanero and published by Springer. This book was released on 2016-07-27 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Statistics and probability are fascinating fields, tightly interwoven with the context of the problems which have to be modelled. The authors demonstrate how investigations and experiments provide promising teaching strategies to help high-school students acquire statistical and probabilistic literacy. In the first chapter the authors put into practice the following educational principles, reflecting their views of how these subjects should be taught: a focus on the most relevant ideas and postpone extensions to later stages; illustrating the complementary/dual nature of statistical and probabilistic reasoning; utilising the potential of technology and show its limits; and reflecting on the different levels of formalisation to meet the wide variety of students’ previous knowledge, abilities, and learning types. The remaining chapters deal with exploratory data analysis, modelling information by probabilities, exploring and modelling association, and with sampling and inference. Throughout the book, a modelling view of the concepts guides the presentation. In each chapter, the development of a cluster of fundamental ideas is centred around a statistical study or a real-world problem that leads to statistical questions requiring data in order to be answered. The concepts developed are designed to lead to meaningful solutions rather than remain abstract entities. For each cluster of ideas, the authors review the relevant research on misconceptions and synthesise the results of research in order to support teaching of statistics and probability in high school. What makes this book unique is its rich source of worked-through tasks and its focus on the interrelations between teaching and empirical research on understanding statistics and probability.
Download or read book Handbook of Research Design in Mathematics and Science Education written by Anthony Edward Kelly and published by Taylor & Francis. This book was released on 2012-10-12 with total page 995 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 development of mathematics or science students and teachers, or for the development, dissemination, and implementation of innovative programs of mathematics or science instruction. The volume emphasizes research designs that are intended to radically increase the relevance of research to practice, often by involving practitioners in the identification and formulation of the problems to be addressed or in other key roles in the research process. Examples of such research designs include teaching experiments, clinical interviews, analyses of videotapes, action research studies, ethnographic observations, software development studies (or curricula development studies, more generally), and computer modeling studies. This book's second goal is to begin discussions about the nature of appropriate and productive criteria for assessing (and increasing) the quality of research proposals, projects, or publications that are based on the preceding kind of research designs. A final objective is to describe such guidelines in forms that will be useful to graduate students and others who are novices to the fields of mathematics or science education research. The NSF-supported project from which this book developed involved a series of mini conferences in which leading researchers in mathematics and science education developed detailed specifications for the book, and planned and revised chapters to be included. Chapters were also field tested and revised during a series of doctoral research seminars that were sponsored by the University of Wisconsin's OERI-supported National Center for Improving Student Learning and Achievement in Mathematics and Science. In these seminars, computer-based videoconferencing and www-based discussion groups were used to create interactions in which authors of potential chapters served as "guest discussion leaders" responding to questions and comments from doctoral students and faculty members representing more than a dozen leading research universities throughout the USA and abroad. A Web site with additional resource materials related to this book can be found at http://www.soe.purdue.edu/smsc/lesh/ This internet site includes directions for enrolling in seminars, participating in ongoing discussion groups, and submitting or downloading resources which range from videotapes and transcripts, to assessment instruments or theory-based software, to publications or data samples related to the research designs being discussed.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Building Support for Scholarly Practices in Mathematics Methods written by Signe E. Kastberg and published by IAP. This book was released on 2017-09-01 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK?12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result. The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.
