Routledge Revivals: Speaking Mathematically (1987) PDF Download

Author: David Pimm
Publisher: Routledge
ISBN: 1315278847
Category : Education
Languages : en
Pages : 238

View

Book Description
First published in 1987, this book examines mathematics school teaching from the perspective that it is a language — arguing that this can illuminate many events that occur in classes and highlight issues that may not have previously seemed important. The central concern is with the processes of communication as they are shaped by school conventions and the fact that it is mathematics being discussed. Speaking, listening, writing and reading are examined and analysed with the first half focusing on verbal interactions and the second half examining aspects of pupil written mathematics. Also explored is the nature of the mathematical writing system itself and how pupils gain access to it.

Author: David Pimm
Publisher: Taylor & Francis
ISBN: 9780415037082
Category : Communication in education
Languages : en
Pages : 217

View

Book Description
This stimulating study focuses on mathematics as a language with its own rules and conventions and explores the implications of this for classroom practice.

Author: Paul Ernest
Publisher: Routledge
ISBN: 1135387540
Category : Education
Languages : en
Pages : 344

View

Book Description
Although many agree that all teaching rests on a theory of knowledge, there has been no in-depth exploration of the implications of the philosophy of mathematics for education. This is Paul Ernest's aim. Building on the work of Lakatos and Wittgenstein it challenges the prevalent notion that mathematical knowledge is certain, absolute and neutral, and offers instead an account of mathematics as a social construction. This has profound educational implications for social issues, including gender, race and multiculturalism; for pedagogy, including investigations and problem solving; and challenges hierarchical views of mathematics, learning and ability. Beyond this, the book offers a well-grounded model of five educational ideologies, each with its own epistemology, values, aims and social group of adherents. An analysis of the impact of these groups on the National Curriculum results in a powerful critique, revealing the questionable assumptions, values and interests upon which it rests. The book finishes on an optimistic note, arguing that pedagogy, left unspecified by the National Curriculum, is the way to achieve the radical aims of educating confident problem posers and solvers who are able to critically evaluate the social uses of mathematics.

Author: Walter G. Secada
Publisher: Cambridge University Press
ISBN: 9780521477208
Category : Education
Languages : en
Pages : 380

View

Book Description
This book examines equity from the standpoint of mathematics education - an excellent forum for the topic, since the results are quantifiable and the disparity in performance is stark.

Author: Lorna Idol
Publisher: Routledge
ISBN: 1135434700
Category : Education
Languages : en
Pages : 482

View

Book Description
This volume is a comprehensive guide to state-of-the-art research on thinking, cognitive instruction, social values, and reform. Cognitive instruction for at-risk students is discussed in great detail along with a thorough examination of the teaching of thinking skills from the viewpoint of educational values and school culture. The issues of thinking, learning, and cognitive instruction are linked to the educational reform movement from numerous perspectives. Specifically, the reader can better anticipate which aspects of research on thinking will conflict with existing paradigms and which aspects of schooling will be most resistant to change.

Author: Malcolm Simmons
Publisher: Routledge
ISBN: 131790169X
Category : Education
Languages : en
Pages : 231

View

Book Description
First published in 1993. This series has been written for trainee teachers wishing to improve their teaching skills as well as for in-service teachers, especially those engaged in the supervision of trainees. The book provides an overview of mathematics teaching at secondary level and links established mathematics content to recent curriculum developments in mathematics teaching in England and Wales and in Scotland. The main purpose of the book is to instigate and complement good mathematics teaching practice in our classrooms.

Author: K.P Gravemeijer
Publisher: Springer Science & Business Media
ISBN: 9401731942
Category : Education
Languages : en
Pages : 308

View

Book Description
This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension of setting: varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.

Author: Tony Brown
Publisher: Routledge
ISBN: 1135713170
Category : Education
Languages : en
Pages : 250

View

Book Description
Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately. There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school. The entire set of 16 volumes is available.

Author: David Kirshner
Publisher: Psychology Press
ISBN: 9780805820379
Category : Cognition
Languages : en
Pages : 344

View

Book Description
Presents a selective overview of situated cognition theory. Chapters contribute to discourse about repositioning situated cognition theory within the broader supporting disciplines and to resolving the problematics addressed within the book.

Author: Joanna Baumgart
Publisher: Routledge
ISBN: 1000475417
Category : Language Arts & Disciplines
Languages : en
Pages : 248

View

Book Description
In this book, Joanna Baumgart offers a detailed and innovative account of how a mixed methods approach, combining corpus linguistics and discourse analysis, can shed light on educational practice. Corpus Linguistics and Cross-Disciplinary Action Research is based on a 22,000-word corpus of mathematics lessons in a multicultural secondary school in Ireland with the analysis of classroom data supported by insights from reflective meetings with the participating teacher. It demonstrates how examination of video recordings of lessons and reflective conversations facilitate discursive changes in the classroom and increase teacher awareness of classroom interaction. Throughout, the role of teacher talk is used as a model in the subject-specific discourse into which students are socialized. Baumgart also relates the story of a successful interdisciplinary approach to action research, thereby providing an example of how talk and interaction can be examined within wider educational contexts. Building on the premise of the key role which language, and talk in particular, plays in teaching and learning processes, this book will be of keen interest to teacher-educators as well as researchers in the fields of corpus linguistics, discourse analysis and educational linguistics.