To understand a living system, such as a tree, in an ecologically systemic way involves more than simply reducing the tree down to its parts or by analyzing the tree from part to whole.
In this book, the reader is invited to enter a strange world in which you can tell the age of the captain by counting the animals on his ship, where runners do not get tired, and where water gets hotter when you add it to other water.
Every four years, beginning in 1984, the Mathematics Education Research Group of Australasia (MERGA) produces a review of Australasian research in mathematics education.
This book brings together selected papers from a conference focusing on Redesigning Pedagogy, organized by the Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore.
The Finnish students'success in the first PISA 2000 evaluation was a surprise to most of the Finns, and even people working in teacher education and educational administration had difficulties to believe that this situation would continue.
This book presents a coherent collection of research studies on teacher knowledge and its relation to instruction and learning in middle-grades mathematics.
Mathematics education research has blossomed into many different areas which we can see in the programmes of the ICME conferences as well as in the various survey articles in the Handbooks.
Critical mathematics education brings together a series of concerns related to mathematics and its role in society, the practices of teaching and learning of mathematics in educational settings, and the practices of researching mathematics education.
In this book, Ubiratan D'Ambrosio presents his most recent thoughts on ethnomathematics-a sub-field of mathematics history and mathematics education for which he is widely recognized to be one of the founding fathers.
"e;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.
There is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students.
This book reports the accounts of researchers investigating the eighth grade mathematics classrooms of teachers in Australia, China, the Czech Republic, Germany, Israel, Japan, Korea, The Philippines, Singapore, South Africa, Sweden and the USA.
Elementary preservice teachers'school experiences of mathematics and science have shaped their images of knowing, including what counts as knowledge and what it means to know (in) mathematics and science.
Key Works on Radical Constructivism brings together a number of essays by Ernst von Glasersfeld that illustrate the application of a radical constructivist way of thinking in the areas of education, language, theory of knowledge, and the analysis of a few concepts that are indispensable in almost everything we think and do.
We know little about diverse youths' engagement in science outside of school, the form such engagement takes and its impact on science literacy development and identity as a potential insider to science.
This book will address the discussion on online distance education, teacher education, and how the mathematics is transformed with the Internet, based on examples that illustrate the possibilities of different course models and on the theoretical construct humans-with-media.
Learning and teaching complex cultural knowledge calls for meaningful participation in different kinds of symbolic practices, which in turn are supported by a wide range of external representations, as gestures, oral language, graphic representations, writing and many other systems designed to account for properties and relations on some 2- or 3-dimensional objects.
Permanent external representations in the form of drawings, maps, musical scores, figures, graphs, writing, numerals, hallmarks and signatures are part of our daily landscape and permeate most social activities almost from the moment we are born.
During the last decade, a revaluation of proof and proving within mathematics curricula was recommended; great emphasis was put on the need of developing proof-related skills since the beginning of primary school.
The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place.
This title has been endorsed by Cambridge Assessment International Education Master the essential mathematical skills that underpin the new Cambridge Primary Mathematics curriculum framework (0096), with specifically sign-posted tasks and activities rooted in the mastery approach.
