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Author: Anna Sierpinska Publisher: Springer ISBN: 9401151946 Category : Education Languages : en Pages : 244
Book Description
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.
Author: Anna Sierpinska Publisher: Springer ISBN: 9401151946 Category : Education Languages : en Pages : 244
Book Description
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.
Author: Anna Sierpinska Publisher: Springer ISBN: 9789401061872 Category : Science Languages : en Pages : 335
Book Description
In 1978, in the foreword to Weeding and Sowing: A Preface to a Science of Mathematics Education, Hans Freudenthal wrote that his book is a preface to a science that does not exist. Almost 20 years later, does his claim still hold true? The present book is the result of the reflection of many individuals in mathematics education on this and related questions. Is mathematics education a science? Is it a discipline? In what sense? What is its place within other domains of research and academic disciplines? What accounts for its specificity? In the book, the reader will find a range of possible answers to these questions, a variety of analyses of the actual directions of research in different countries, and a number of visions for the future of research in mathematics education. The book is a result of an ICMI Study, whose theme was formulated as: What is Research in Mathematics Education and What are Its Results?'. One important outcome of this study was the realization of the reasons for the difficulty of the questions that the study was posing, leading possibly to a set of other questions, better suited to the actual concerns and research practices of mathematics education researchers. The book addresses itself to researchers in mathematics education and all those working in their neighborhood who are concerned with the problems of the definition of this new scientific domain emerging at their borders.
Author: Lyn D. English Publisher: Routledge ISBN: 1135192766 Category : Education Languages : en Pages : 942
Book Description
This book brings together mathematics education research that makes a difference in both theory and practice - research that anticipates problems and needed knowledge before they become impediments to progress.
Author: Markku S. Hannula Publisher: Springer ISBN: 3319328115 Category : Education Languages : en Pages : 35
Book Description
This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
Author: Michael N. Fried Publisher: Springer Science & Business Media ISBN: 9400774737 Category : Education Languages : en Pages : 402
Book Description
This book is the fruit of a symposium in honor of Ted Eisenberg concerning the growing divide between the mathematics community and the mathematics education community, a divide that is clearly unhealthy for both. The work confronts this disturbing gap by considering the nature of the relationship between mathematics education and mathematics, and by examining areas of commonality as well as disagreement. It seeks to provide insight into the mutual benefit both stand to gain by building bridges based on the natural bonds between them.
Author: Marilyn E. Strutchens Publisher: Springer ISBN: 3319389653 Category : Education Languages : en Pages : 58
Book Description
This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015. It provides both an overview of the current state-of-the-art and outstanding recent research reports from an international perspective. The authors completed a thorough review of the literature by examining major journals in the field of mathematics education, and other journals related to teacher education and technology. The systematic review includes four major themes: field experiences; technologies, tools and resources; teachers' knowledge; and teachers' professional identities. Each of them is presented regarding theoretical perspectives, methodologies, and major findings. Then the authors discuss what is known in the field and what we still need to know related to the major topics.
Author: Derek Holton Publisher: Springer Science & Business Media ISBN: 0306472317 Category : Education Languages : en Pages : 559
Book Description
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).
Author: Anna Sierpinska
Author: Anna Sierpinska
Author: Jeremy Kilpatrick
Author: Anna Sierpinska
Author: 
Author: Anna Sierpinska
Author: Lyn D. English
Author: Markku S. Hannula
Author: Michael N. Fried
Author: Marilyn E. Strutchens
Author: Derek Holton