Download or read book Reconstructing Mathematics Education written by Deborah Schifter and published by . This book was released on 1993-01-01 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, a consensus has emerged around a constructivist vision for mathematics education, but few have seriously considered how to realise this vision. Employing case studies, the authors provide images of what is possible with this new mathematics pedagogy. Reconstructing Mathematics Education contains the experiences of teachers who, guided by evolving constructivist understandings of mathematics learning, work to bring the vision to life in their day-to-day practice.
Download or read book Reconstructing School Mathematics written by Stephen I. Brown and published by Peter Lang Incorporated, International Academic Publishers. This book was released on 2001 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a critique of two major themes of the modern reform movement in mathematics education: problem solving and the applications of mathematics to the «real world». In examining the educational fallacy inherent in the impulse to move unflinchingly from «problem» to «problem solving», Stephen I. Brown demonstrates the potential of mathematical reflection to reveal aspects of self and society that have been suppressed in curriculum. He then argues that in seeking connections between mathematics and the «real world», we have tended to reduce their relationship to one of modeling. Furthermore, in constructing what is «real» in an overly concrete way, we have lost sight of the wonder of what is «real» in both mathematics and the world. Brown explores alternative text formats, including that of the novel and the Talmud, as vehicles to rejuvenate the educational potential of problems and of real world connections.
Download or read book What s Happening in Math Class Reconstructing professional identities written by Deborah Schifter and published by . This book was released on 1996 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: These teacher narratives explore some challenges posed by the new mathematics pedagogy for the multiple identities teachers are being asked to enact professionally: as mathematical thinkers, acquiring the needed understandings of mathematics content and modes of thought; as managers of classroom process, and much more.
Download or read book Mathematical Methods in Image Reconstruction written by Frank Natterer and published by SIAM. This book was released on 2001-01-01 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides readers with a superior understanding of the mathematical principles behind imaging.
Download or read book Mathematical Communities in the Reconstruction After the Great War 1918 1928 written by Laurent Mazliak and published by Springer Nature. This book was released on 2021-03-27 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a consequence of the international meeting organized in Marseilles in November 2018 devoted to the aftermath of the Great War for mathematical communities. It features selected original research presented at the meeting offering a new perspective on a period, the 1920s, not extensively considered by historiography. After 1918, new countries were created, and borders of several others were modified. Territories were annexed while some countries lost entire regions. These territorial changes bear witness to the massive and varied upheavals with which European societies were confronted in the aftermath of the Great War. The reconfiguration of political Europe was accompanied by new alliances and a redistribution of trade – commercial, intellectual, artistic, military, and so on – which largely shaped international life during the interwar period. These changes also had an enormous impact on scientific life, not only in practice, but also in its organization and communication strategies. The mathematical sciences, which from the late 19th century to the 1920s experienced a deep disciplinary evolution, were thus facing a double movement, internal and external, which led to a sustainable restructuring of research and teaching. Concomitantly, various areas such as topology, functional analysis, abstract algebra, logic or probability, among others, experienced exceptional development. This was accompanied by an explosion of new international or national associations of mathematicians with for instance the founding, in 1918, of the International Mathematical Union and the controversial creation of the International Research Council. Therefore, the central idea for the articulation of the various chapters of the book is to present case studies illustrating how in the aftermath of the war, many mathematicians had to organize their personal trajectories taking into account the evolution of the political, social and scientific environment which had taken place at the end of the conflict.
Download or read book Scientific Method in the Reconstruction of Ninth Grade Mathematics written by Harold Ordway Rugg and published by Forgotten Books. This book was released on 2015-06-25 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Excerpt from Scientific Method in the Reconstruction of Ninth-Grade Mathematics Ninth-grade mathematics in American high schools needs to be completely reconstructed. What we teach and how we teach it both must come in for most minute scrutiny and evaluation. More than one-half of the present subject-matter that we now teach our pupils will never be used by the vast majority; neither in subsequent courses in the high school, in occupational or other life-activities beyond the school, or even by that fraction of percent of the population that engages in the various scientific professions. We make large claims for our instruction on the ground that we are training children to think intelligently. It will be very difficult to substantiate these claims. The very organization of our course of study tends to inhibit this, even in the most intelligent of our departments. Eighty percent of the ninth-grade course offers little or no opportunity to meet real problem situations. Our textbooks emphasize habit formation and rote memory, and these textbooks almost exactly determine the course of study. Furthermore, it is relatively common to fail from 20 to 30 percent of our students. The evidence shows that this cannot be justified. It shows furthermore that the difficulty can be attributed, not only to the dead wood in the curriculum, but to the fact that not one of the currently used textbooks is thoroughly organized with respect to the learning of ninth-grade students. The candid judgment, joint and several, of teachers of advanced mathematical and scientific subjects, of employers of labor, and of educational critics and reformers agrees with the conclusion of the scientific investigator who has measured results more objectively: ninthgrade mathematics cannot merely be rearranged or reorganized. It must be rebuilt from the ground up. This is a sweeping indictment of one of our most strongly intrenched subjects of study. The phraseology is necessarily dogmatic. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Download or read book Relearning Mathematics written by Rina Zazkis and published by IAP. This book was released on 2011-08-01 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is grounded in the author’s experiences of teaching mathematics for prospective elementary school teachers and conducting research on their understanding of mathematical concepts. It is a reflection on practice and an attempt to cope with a double challenge: that of a teacher, in helping prospective teachers make sense of mathematics, and that of a researcher, in an attempt to understand and describe the challenges faced by students. This work fits within the current community interest on teacher education and provides a novel focus, with both theoretical and practical considerations. The central claim in this book is that encounters with mathematical content by prospective elementary school teachers constitute relearning, rather than learning, of mathematics. The specific focus is on topics related to elementary number theory (e.g. divisibility, prime factorization), which is referred to as a “forgotten queen” (following Gauss’ reference to number theory as a queen of mathematics). This is the content area that has not received significant attention in mathematics education research. The book can be summarized as an attempt to address the following questions: What is relearning of mathematical content and how is it similar to or different from learning? What are the examples of specific mathematical topics or concepts that require relearning? What pedagogical approaches can support relearning? The detailed analysis of research data and pedagogical approaches presented in the book are intertwined with stories of personal experiences of the author, which makes the reading not only intellectually stimulating but also enjoyable.
Download or read book Critical Study of Representative Texts in Reconstructed Mathematics for Ninth Grade Students written by Edna May Feltges and published by . This book was released on 1921 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Scientific Method in the Reconstruction of Ninth grade Mathematics written by Harold Ordway Rugg and published by . This book was released on 1918 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Critical Examination and Experimental Reconstruction of Secondary School Mathematics written by Ernst Rudolph Breslich and published by . This book was released on 1926 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Some Aspects of High school Instruction and Administration written by and published by . This book was released on 1924 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mathematics Teachers in Transition written by Elizabeth Fennema and published by Routledge. This book was released on 2013-04-03 with total page 447 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development programs that resulted in teacher change. One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.
Download or read book Reconstructed Mathematics in the High School written by Henry Clinton Morrison and published by Forgotten Books. This book was released on 2017-11-26 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Excerpt from Reconstructed Mathematics in the High School: The Adaptation of Instruction to the Needs, Interests, and Capacities of Students Subject-matter must function throughout the process of learning - The fact, or rather set of facts, at the bottom of the whole matter is the pupil himself, and he is the most stubborn fact of all. Everything must conform to his nature, whatever that may be. You may teach him much or little, but what you really teach will depend entirely upon what he can and will learn. For centuries untold schoolmasters have had their minds centered chiefly upon what they have thought he ought to learn and know, and seldom upon the discovery of principles which would reveal to them what he could and would learn. Now nothing is more deceptive than the appearance of learning which the average youth can present. It is possible to give the simulacrum of learning to almost any curriculum material from the multiplication table to Sanskrit. It is simple enough, that is to say, to cram a youth with learning which will enable him creditably to pass off a recitation or an entrance examination. That depends upon the force and skill of the teacher. But to ground the pupil in learning which will react to the only real test, namely, will it function? Depends as much upon the nature of the pupil's mind and the stage of his development as upon the professional tact and skill of the instructor. Whatever the subject taught or the teaching, if it is to be in any way productive and worth the while, it must not only respond to the function test, but it must have a chance to function all the way through the process of learning. That is, as it seems to the writer, indubitable in the light of all we know of the educative process. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Download or read book Topics in Graph Automorphisms and Reconstruction written by Josef Lauri and published by Cambridge University Press. This book was released on 2016-06-02 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: An in-depth coverage of selected areas of graph theory focusing on symmetry properties of graphs, ideal for beginners and specialists.
Download or read book The Mathematics of Plato s Academy written by D. H. Fowler and published by Oxford University Press, USA. This book was released on 1987 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a reinterpretation of early Greek mathematics, one of the most tantalizing intellectual subjects of the last 2,000 years. The first part offers several new interpretations of the idea of ratio in early Greek mathematics and illustrates them in detailed discussion of several texts. Part Two discusses the historical context of the subject--what we know of Plato's academy during his lifetime, the origin of our text of Euclid's Elements, and what we know of early Greek numerical practice. The book finishes with an account of the theory of continued fractions and its history since the 17th century.
Download or read book The Culture of the Mathematics Classroom written by Falk Seeger and published by Cambridge University Press. This book was released on 1998-08-13 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: The culture of the mathematics classroom is becoming an increasingly salient topic of discussion in mathematics education. Studying and changing what happens in the classroom allows researchers and educators to recognize the social character of mathematical pedagogy and the relationship between the classroom and culture at large. This volume is divided into three sections, reporting findings gained in both research and practice. The first part presents several attempts to change classroom culture by focusing on the education of mathematics teachers and on teacher-researcher collaboration. The second section shifts to the interactive processes of the mathematics classroom and to the communal nature of learning. The third section discusses the means of constructing, filtering, and establishing mathematical knowledge that are characteristic of classroom culture. This internationally relevant volume will be of particular interest to educators and educational researchers.
Download or read book But why Does it Work written by Susan Jo Russell and published by Heinemann Educational Books. This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: If you ask students, "Why does that work?" do they know what you're asking and do you know what to listen for in their responses? Do you have images of what mathematical argument looks like in the elementary grades and how to help students learn to engage in this important practice? Do you have so much content to cover that finding time for this kind of work is difficult? But Why Does It Work? offers a simple, efficient teaching model focused on mathematical argument for developing the ability of students to justify their thinking and engage with the reasoning of others. Designed for individuals as well as study groups, this book includes access to classroom-ready instructional sequences, each built on a model supporting students in: noticing relationships across sets of problems, equations, or expressions articulating a claim about what they notice investigating their claim through representations such as manipulatives, diagrams, or story contexts using their representations to demonstrate why a claim must be true or not extending their thinking from one operation to another. Establishing a classroom culture where students gain confidence in their own mathematical voice and learn to value the contributions of their peers is a critical part of this work. The authors tell us, "If the idea underlying a student's reasoning is not made explicit, the opportunity for all students to engage in such thinking is lost." As students become a true community of mathematicians, they heighten each other's understanding by investigating questions, conjectures, and examples together. Enhanced with extensive video showing the instructional sequences in action-along with guiding focus questions and math investigations-But Why Does It Work? is a flexible approach that will help students confidently articulate and defend their reasoning, and share their deep thinking with others.
