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Author: Ana Barbosa Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Tasks are a key resource in the process of teaching and learning mathematics, which is why task design continues to be one of the main research issues in mathematics education. Different settings can influence the principles underlying the formulation of tasks, and so does the outdoor context. Specifically, a math trail can be a privileged context, known to promote positive attitudes and additional engagement for the learning of mathematics, confronting students with a sequence of real-life tasks, related to a particular mathematical theme. Recently, mobile devices and apps, i.e., MathCityMap, have been recognized as an important resource to facilitate the extension of the classroom to the outdoors. The study reported in this paper intends to identify the principles of design for mobile theme-based math trails (TBT) that result in rich learning experiences in early algebraic thinking. A designed-based research is used, through a qualitative approach, to develop and refine design principles for TBT about Sequences and Patterns. The iterative approach is described by cycles with the intervention of the researchers, pre-service and in-service teachers and students of the targeted school levels. The results are discussed taking into account previous research and data collected along the cycles, conducing to the development of general design principles for TBT tasks.
Author: Ana Barbosa Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Tasks are a key resource in the process of teaching and learning mathematics, which is why task design continues to be one of the main research issues in mathematics education. Different settings can influence the principles underlying the formulation of tasks, and so does the outdoor context. Specifically, a math trail can be a privileged context, known to promote positive attitudes and additional engagement for the learning of mathematics, confronting students with a sequence of real-life tasks, related to a particular mathematical theme. Recently, mobile devices and apps, i.e., MathCityMap, have been recognized as an important resource to facilitate the extension of the classroom to the outdoors. The study reported in this paper intends to identify the principles of design for mobile theme-based math trails (TBT) that result in rich learning experiences in early algebraic thinking. A designed-based research is used, through a qualitative approach, to develop and refine design principles for TBT about Sequences and Patterns. The iterative approach is described by cycles with the intervention of the researchers, pre-service and in-service teachers and students of the targeted school levels. The results are discussed taking into account previous research and data collected along the cycles, conducing to the development of general design principles for TBT tasks.
Author: Steve Rhine Publisher: Information Age Publishing ISBN: 9781641134118 Category : Algebra Languages : en Pages : 0
Book Description
Algebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students' struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics' (NCTM) call to better link research and practice by capturing what we have learned about students' algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students' algebraic thinking to capture what might be useful information for teachers to know--over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics. Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts--their misconceptions, ways of thinking, and when and how they are challenged to understand--and use that knowledge to anticipate students' struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers' "experience" with how students think when doing algebra in middle or high school as well as to supplement veteran teachers' knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of a student's struggles with particular algebraic ideas--to help teachers identify patterns that imply underlying thinking. Our book, How Students Think When Doing Algebra, is not intended to be a "how to" book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, "how might my students struggle with this algebraic concept I am about to teach?" The primary audience for this book is early career mathematics teachers who don't have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.
Author: Alison Clark-Wilson Publisher: Routledge ISBN: 1000390799 Category : Education Languages : en Pages : 246
Book Description
The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment. Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes: Mathematics teacher education and professional development Mathematics curriculum development and task design The assessment of mathematics Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.
Author: Gilles Aldon Publisher: Springer ISBN: 3030197417 Category : Education Languages : en Pages : 335
Book Description
This book comprises chapters featuring a state of the art of research on digital technology in mathematics education. The chapters are extended versions of a selection of papers from the Proceedings of the 13th International Conference on Technology in Mathematics Teaching (ICTMT-13), which was held in Lyon, France, from July 3rd to 6th. ICTMT-13 gathered together over one hundred participants from twenty countries sharing research and empirical results on the topical issues of technology and its potential to improve mathematics teaching and learning. The chapters are organised into 4 themed parts, namely assessment in mathematics education and technology, which was the main focus of the conference, innovative technology and approaches to mathematics education, teacher education and professional development toward the technology use, and mathematics teaching and learning experiences with technology. In 13 chapters contained in the book, prominent mathematics educators from all over the world present the most recent theoretical and practical advances on these themes This book is of particular interest to researchers, teachers, teacher educators and other actors interested in digital technology in mathematics education.
Author: Edward J. Barbeau Publisher: Springer Science & Business Media ISBN: 0387096035 Category : Education Languages : en Pages : 342
Book Description
In the mid 1980s, the International Commission on Mathematical Instruction (ICMI) inaugurated a series of studies in mathematics education by comm- sioning one on the influence of technology and informatics on mathematics and its teaching. These studies are designed to thoroughly explore topics of c- temporary interest, by gathering together a group of experts who prepare a Study Volume that provides a considered assessment of the current state and a guide to further developments. Studies have embraced a range of issues, some central, such as the teaching of algebra, some closely related, such as the impact of history and psychology, and some looking at mathematics education from a particular perspective, such as cultural differences between East and West. These studies have been commissioned at the rate of about one per year. Once the ICMI Executive decides on the topic, one or two chairs are selected and then, in consultation with them, an International Program Committee (IPC) of about 12 experts is formed. The IPC then meets and prepares a Discussion Document that sets forth the issues and invites interested parties to submit papers. These papers are the basis for invitations to a Study Conference, at which the various dimensions of the topic are explored and a book, the Study Volume, is sketched out. The book is then put together in collaboration, mainly using electronic communication. The entire process typically takes about six years.
Author: Allison K. Henrich Publisher: ISBN: 9781470452810 Category : Academic achievement Languages : en Pages : 136
Book Description
Wow! This is a powerful book that addresses a long-standing elephant in the mathematics room. Many people learning math ask ``Why is math so hard for me while everyone else understands it?'' and ``Am I good enough to succeed in math?'' In answering these questions the book shares personal stories from many now-accomplished mathematicians affirming that ``You are not alone; math is hard for everyone'' and ``Yes; you are good enough.'' Along the way the book addresses other issues such as biases and prejudices that mathematicians encounter, and it provides inspiration and emotional support for mathematicians ranging from the experienced professor to the struggling mathematics student. --Michael Dorff, MAA President This book is a remarkable collection of personal reflections on what it means to be, and to become, a mathematician. Each story reveals a unique and refreshing understanding of the barriers erected by our cultural focus on ``math is hard.'' Indeed, mathematics is hard, and so are many other things--as Stephen Kennedy points out in his cogent introduction. This collection of essays offers inspiration to students of mathematics and to mathematicians at every career stage. --Jill Pipher, AMS President This book is published in cooperation with the Mathematical Association of America.
Author: Eric Lehman Publisher: ISBN: 9789888407064 Category : Business & Economics Languages : en Pages : 988
Book Description
This book covers elementary discrete mathematics for computer science and engineering. It emphasizes mathematical definitions and proofs as well as applicable methods. Topics include formal logic notation, proof methods; induction, well-ordering; sets, relations; elementary graph theory; integer congruences; asymptotic notation and growth of functions; permutations and combinations, counting principles; discrete probability. Further selected topics may also be covered, such as recursive definition and structural induction; state machines and invariants; recurrences; generating functions.
Author: Ana Barbosa
Author: Ana Barbosa
Author: Maryann Wickett
Author: Steve Rhine
Author: Alison Clark-Wilson
Author: Mary Margaret Shoaf-Grubbs
Author: Anita Wah
Author: Gilles Aldon
Author: Edward J. Barbeau
Author: Allison K. Henrich
Author: Eric Lehman