Author: Doug French
Publisher: A&C Black
This fascinating title reviews the teaching and learning of school geometry from the perspective of both the new teacher and the more experienced teacher. It is designed to extend and deepen subject knowledge and to offer practical advice and ideas for the classroom in the context of current practice and research. Particular emphasis is given to the following elements: Understanding the key ideas of the geometry curriculum. Learning geometry effectively: lessons from research and current practice. Misconceptions and errors. Geometry reasoning: problem solving and proving. The role of technology in learning geometry.
Major Contributions of Alan Bishop
Author: Philip Clarkson,Norma C. Presmeg
Publisher: Springer Science & Business Media
Critical Issues in Mathematics Education presents the significant contributions of Professor Alan Bishop within the mathematics education research community. Six critical issues, each of which have had paramount importance in the development of mathematics education research, are reviewed and include a discussion of current developments in each area. Teacher decision making, spatial/visualizing geometry, teachers and research, cultural/social aspects of mathematics education, sociopolitical issues, and values serve as the basic issues discussed in this examination of mathematics education over the last fifty years during which Professor Bishop has been active in the field. A comprehensive discussion of each of these topics is realized by offering the reader a classic research contribution of Professor Bishop’s together with commentary and invited chapters from leading experts in the field of mathematics education. Critical Issues in Mathematics Education will make an invaluable contribution to the ongoing reflection of mathematic education researchers worldwide, but also to policy makers and teacher educators who wish to understand some of the key issues with which mathematics education has been and still is concerned, and the context within which Professor Bishop’s key contributions to these research issues were made.
Author: Dragana Martinovic,Douglas McDougall,Zerkeriya Karadag
Publisher: Informing Science
Author: Movshovitz-hadar Nitsa
Publisher: World Scientific
The book provides the reader with a multifaceted picture of mathematics education in Israel, put into an international perspective where relevant. It is intended to give an overview of a wide range of topics covering issues such as raising and maintaining motivation, search for excellence, treatment of difficulties, teacher education, language issues, minorities issues, curriculum changes over the first 70 years of the state of Israel, and many more. This includes aspects of research and practice into the teaching and learning of mathematics, innovation, developments, policy, achievements, and implementation with some international comparison as well. Contents: Issues and Innovations Related to the Structure of Mathematics Education in Israel: Highlights in the Development of Education and Mathematics Education in the State of Israel: A Timeline (Michael N Fried, Hannah Perl and Abraham Arcavi) How Did a Crisis in Mathematics Education Lead to a Positive Reform? (Muhana Fares) A Start-Up Nation at Risk: Israel's Quest for Excellence (Eli Hurvitz) Supervision of Mathematics Teaching by the Ministry of Education (Hannah Perl, Dorit Neria, Ruth Segal and Niza Sion) Mathematics Education in Israeli Religious High-Schools (Thierry (Noah) Dana-Picard and Sara Hershkovitz) Excellence in Mathematics in the Ultra-Orthodox Community: Fantasy or Reality? (Reuven Gal, Yehuda Morgenstern and Yael Elimelech) Mathematics Education in the Arabic-Speaking Sectors in Israel (Shaker A Rasslan and Amal Sharif-Rasslan) Issues and Innovations Related to Mathematics Education at Preschool and Primary School (Grades K-6) in Israel: New Developments and Trends in Preschool Mathematics Education in Israel (Ornit Spektor-Levy and Taly Shechter) Origametria — Paper Folding for Teaching Geometry in Preschool and Primary School (John Oberman) Educating the Eye: The Agam Program for Visual Thinking (Rina Hershkowitz, Zvia Markovits, Sherman Rosenfeld, Lea Ilani and Bat-Sheva Eylon) Professional Development for Preschool Teachers: The CAMTE Framework and Repeating Patterns (Dina Tirosh, Pessia Tsamir, Esther Levenson and Ruthi Barkai) Time to Know — A Socio-constructivist Initiative to Integrate Computers in the Teaching and Learning of Primary Mathematics (Dovi Weiss and Tali Wallach) Issues and Innovations Related to Mathematics Education at Middle and High School (Grades 7–12) in Israel: Exhausting Students' Potential in Mathematics: A Comprehensive Approach to Promoting Both Struggling and Promising Students (Orit Zaslavsky, Liora Linchevski, Noga Hermon, Drora Livneh and Iris Zodik) Middle School Mathematics Curriculum Based on the Power of Open Technological Tools: The Case of CompuMath Project (Rina Hershkowitz and Michal Tabach) Mathematics at the Virtual School: Why? Why not? Who? What? And So What? (Yaniv Biton, Osnat Fellus, Dafna Raviv, David Feilchenfeld and Boris Koichu) Nurturing Students with High Mathematical Potential (Abraham (Avi) Berman and Roza Leikin) The Bar-Ilan University — ICAMS Program for the Advancement of Mathematically Talented Youth (Zvi Arad and Elisheva (Gerstein) Fridman) Mathematical Excellence: The Mofet Way (Tamara Avissar-Zeldis) The Advancement of Mathematics Studies in the ORT Israel Educational Network — Policy and Implementation (Lea Dolev and Eli Eisenberg) Promoting Advanced-Level Mathematics in Diverse Populations in the Amal Educational Network (Ronit Ashkenazy and Anna Vaknin) Problem-Solving Forums on Social Networks that Accompany
Author: Patricio Herbst,Ui Hock Cheah,Philippe R. Richard,Keith Jones
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 remains an essential and critical topic in school mathematics. As they learn geometry, students develop essential mathematical thinking and visualization skills and learn a language that helps them relate to and interact with the physical world. Geometry has traditionally been included as a subject of study in secondary mathematics curricula, but it has also featured as a resource in out-of-school problem solving, and has been connected to various human activities such as sports, games, and artwork. Furthermore, geometry often plays a role in teacher preparation, undergraduate mathematics, and at the workplace. New technologies, including dynamic geometry software, computer-assisted design software, and geometric positioning systems, have provided more resources for teachers to design environments and tasks in which students can learn and use geometry. In this context, research on the teaching and learning of geometry will continue to be a key element on the research agendas of mathematics educators, as researchers continue to look for ways to enhance student learning and to understand student thinking and teachers’ decision making.
An ICMI Study
Author: Derek Holton
Publisher: Springer Science & Business Media
This is a text that contains the latest in thinking and the best in practice. It provides a state-of-the-art statement on tertiary teaching from a multi-perspective standpoint. No previous book has attempted to take such a wide view of the topic. The book will be of special interest to academic mathematicians, mathematics educators, and educational researchers. It arose from the ICMI Study into the teaching and learning of mathematics at university level (initiated at the conference in Singapore, 1998).
The 19th ICMI Study
Author: Gila Hanna,Michael de Villiers
Publisher: Springer Science & Business Media
One of the most significant tasks facing mathematics educators is to understand the role of mathematical reasoning and proving in mathematics teaching, so that its presence in instruction can be enhanced. This challenge has been given even greater importance by the assignment to proof of a more prominent place in the mathematics curriculum at all levels. Along with this renewed emphasis, there has been an upsurge in research on the teaching and learning of proof at all grade levels, leading to a re-examination of the role of proof in the curriculum and of its relation to other forms of explanation, illustration and justification. This book, resulting from the 19th ICMI Study, brings together a variety of viewpoints on issues such as: The potential role of reasoning and proof in deepening mathematical understanding in the classroom as it does in mathematical practice. The developmental nature of mathematical reasoning and proof in teaching and learning from the earliest grades. The development of suitable curriculum materials and teacher education programs to support the teaching of proof and proving. The book considers proof and proving as complex but foundational in mathematics. Through the systematic examination of recent research this volume offers new ideas aimed at enhancing the place of proof and proving in our classrooms.
Research on Learning and Teaching in Classrooms and Communities
Author: Kip Téllez,Judit N. Moschkovich,Marta Civil
This book that explores the mathematics education of Latinos/as in 13 original research studies. Each chapter represents research that grounds mathematics instruction for Latinos/as in the resources to be found in culture and language. By inverting the deficit perspective, this volume redresses the shortcomings found in the previous literature on Latino/a learners. Each study frames language (e.g. bilingualism) not as an obstacle to learning, but as a resource for mathematical reasoning. Other chapters explore the notion of cultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics. Specifically, the book reframes culture as a focus on the practices, objects, inscriptions, or people that connect mathematical concepts to student thinking and experiences, both in and out of school. The book's four sections divide the research: The first section of the book focuses on mathematic learning in classrooms, specifically exploring bilingual, Latino/a students; the second section explores Latino/a learners in communities, including the role parents can play in advancing learning; the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and misassessment) of Latino/a learners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in their pedagogy risk shortchanging their Latino/a students.
Activities and Investigations for Grade 6-12 Teachers
Author: Steve Benson,Susan Addington
Publisher: Corwin Press
Funded by the National Science Foundation and successfully field-tested in a variety of settings, the materials presented give teachers the opportunity to grow as learners for the classes they teach.
An ICMI Study
Author: Carmelo Mammana,V. Villani
Publisher: Springer Science & Business Media
In recent years geometry seems to have lost large parts of its former central position in mathematics teaching in most countries. However, new trends have begun to counteract this tendency. There is an increasing awareness that geometry plays a key role in mathematics and learning mathematics. Although geometry has been eclipsed in the mathematics curriculum, research in geometry has blossomed as new ideas have arisen from inside mathematics and other disciplines, including computer science. Due to reassessment of the role of geometry, mathematics educators and mathematicians face new challenges. In the present ICMI study, the whole spectrum of teaching and learning of geometry is analysed. Experts from all over the world took part in this study, which was conducted on the basis of recent international research, case studies, and reports on actual school practice. This book will be of particular interest to mathematics educators and mathematicians who are involved in the teaching of geometry at all educational levels, as well as to researchers in mathematics education.
Past, Present and Future
Author: Angel Gutiérrez
Publisher: Sense Publishers
This volume is a compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation, 30 years ago. It has been written to become an essential reference for mathematics education research in the coming years
(A Project of the National Council of Teachers of Mathematics)
Author: Douglas Grouws
Sponsored by the National Council of Teachers of Mathematics and written by leading experts in the field of mathematics education, the Handbook is specifically designed to make important, vital scholarship accessible to mathematics education professors, graduate students, educational researchers, staff development directors, curriculum supervisors, and teachers. The Handbook provides a framework for understanding the evolution of the mathematics education research field against the backdrop of wellestablished conceptual, historical, theoretical, and methodological perspectives. It is an indispensable working tool for everyone interested in pursuing research in mathematics education as the references for each of the Handbook's twentynine chapters are complete resources for both current and past work in that particular area.
Author: Esther Levenson,Dina Tirosh,Pessia Tsamir
Publisher: Springer Science & Business Media
Recently the issue of early childhood mathematics has come to the fore and with it the importance of teaching geometrical concepts and reasoning from a young age. Geometry is a key domain mentioned in many national curricula and may also support the learning of other mathematical topics, such as number and patterns. This book is based on the rich experience (research and practice) of the authors and is devoted entirely to the learning and teaching of geometry in preschool. The first part of the book is dedicated to children’s geometrical thinking, building concept images in line with concept definitions, and the dilemmas that arise in the process. The second part focuses on geometrical tasks and their role in developing and assessing geometrical reasoning. The third part focuses on teaching geometry to young children. Each of the three parts is structured in a similar manner, beginning with general theory and research, continuing with specific examples related to those theories, and moving on to elements of actual practice. Written in a meaningful, yet enjoyable manner, any person who has an interest in the mathematics education of preschool children, be it parents, caregivers, teachers, teacher educators, and researchers, will find this book relevant.
Author: James Tooke,Norma Henderson
Publisher: CRC Press
Category: Business & Economics
Computers have changed the ways that mathematics are taught and learned. Is your institution taking advantage of what today's technology offers? With contributions from researchers and practitioners alike, Using Information Technology in Mathematics Education explores the impact of the computer on the curriculum, the teaching and learning of mathematics, and the professional development of teachers, both pre-service and in-service. As editor James Tooke states: “The connection between mathematics and the computer is obvious. Elementary notions of mathematics gave rise to the computer; advanced notions gave it a more powerful state. As the computer advanced, it expanded mathematics, allowing the creation of further branches of the field; for instance, fractal geometry had no reality until the advent of high-speed computers.” In its look at the relationship between mathematics, the computer, and mathematics education, Using Information Technology in Mathematics Education: addresses the computer as a vehicle for teaching calculus at Texas A&M includes reports from several programs that have utilized the computer when teaching mathematics at lower levels of content than calculus such as intermediate algebra and geometry examines the computer's role in student learning probability discusses the use of computers in the professional development of teachers explores ways to use computers to reduce mathematics anxiety Using Information Technology in Mathematics Education examines the history and impact of computers in mathematics and mathematics education--from the early, crude computer-assisted instruction efforts through LOGO software for elementary schools, through MAPLE for the university, to the Web-based calculus courses now being offered by outstanding universities. Use it to facilitate learning and teacher growth in your institution!
Author: Michael Frame,Benoit Mandelbrot
Publisher: Cambridge University Press
Teaching resources for use with courses on fractal geometry, lecturers and interested readers.
Author: Richard Lehrer,Daniel Chazan
This volume reflects an appreciation of the interactive roles of subject matter, teacher, student, and technologies in designing classrooms that promote understanding of geometry and space. Although these elements of geometry education are mutually constituted, the book is organized to highlight, first, the editors' vision of a general geometry education; second, the development of student thinking in everyday and classroom contexts; and third, the role of technologies. Rather than looking to high school geometry as the locus--and all too often, the apex--of geometric reasoning, the contributors to this volume suggest that reasoning about space can and should be successfully integrated with other forms of mathematics, starting at the elementary level and continuing through high school. Reintegrating spatial reasoning into the mathematical mainstream--indeed, placing it at the core of K-12 mathematics environments that promote learning with understanding--will mean increased attention to problems in modeling, structure, and design and reinvigoration of traditional topics such as measure, dimension, and form. Further, the editors' position is that the teaching of geometry and spatial visualization in school should not be compressed into a characterization of Greek geometry, but should include attention to contributions to the mathematics of space that developed subsequent to those of the Greeks. This volume is essential reading for those involved in mathematics education at all levels, including university faculty, researchers, and graduate students.
Author: Sepideh Stewart,Christine Andrews-Larson,Avi Berman,Michelle Zandieh
This book originated from a Discussion Group (Teaching Linear Algebra) that was held at the 13th International Conference on Mathematics Education (ICME-13). The aim was to consider and highlight current efforts regarding research and instruction on teaching and learning linear algebra from around the world, and to spark new collaborations. As the outcome of the two-day discussion at ICME-13, this book focuses on the pedagogy of linear algebra with a particular emphasis on tasks that are productive for learning. The main themes addressed include: theoretical perspectives on the teaching and learning of linear algebra; empirical analyses related to learning particular content in linear algebra; the use of technology and dynamic geometry software; and pedagogical discussions of challenging linear algebra tasks. Drawing on the expertise of mathematics education researchers and research mathematicians with experience in teaching linear algebra, this book gathers work from nine countries: Austria, Germany, Israel, Ireland, Mexico, Slovenia, Turkey, the USA and Zimbabwe.
Author: National Council of Teachers of Mathematics
Intellectual and attitudinal challenges
Author: Sung Je Cho
This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfully contributed to the sustainable development of mathematics education across the world. The program provides food for thought and inspiration for practice for everyone with an interest in mathematics education and makes an essential reference for teacher educators, curriculum developers and researchers in mathematics education. The work includes the texts of the four plenary lectures and three plenary panels and reports of three survey groups, five National presentations, the abstracts of fifty one Regular lectures, reports of thirty seven Topic Study Groups and seventeen Discussion Groups.