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.
Through the chapters in this volume we learn about the questions that capture the attention of teachers, the methodologies they use to gather data, and the ways in which they make sense of what they find.
Modern educators are currently ideologically in one of two camps: those who see American education as heading in the right direction, and those who fear that it has gone tragically astray.
(sponsored by the Educational Statisticians, SIG)The use of multilevel analyses to examine effects of groups or contexts on individual outcomes has burgeoned over the past few decades.
Discover the Hidden Forces Shaping Life on EarthHave you ever wondered how populations of animals, plants, and even humans fluctuate and sustain themselves over time?
Contemporary science teaching approaches focus on fostering students to construct new scientific knowledge as a process of inquiry rather than having them act as passive learners memorizing stated scientific facts.
The goal of this volume of Research in Science Education is to examine the relationship between science education policy and practice and the special role that science education researchers play in influencing policy.
Interdisciplinarity has become increasingly important for emergent professions of the 21st century yet there is a dearth of systematic studies aimed at implementing it in the school and university curricula.
Multilevel Modeling Methods with Introductory and Advanced Applications provides a cogent and comprehensive introduction to the area of multilevel modeling for methodological and applied researchers as well as advanced graduate students.
(Orginally published in 2008)The goal of AMTE Monograph 4, "e;Cases in Mathematics Teacher Education: Tools for Developing Knowledge Needed for Teaching"e;, is to provide detailed accounts of case use that will inform the mathematics teacher education community on the range of ways in which cases can be used to foster teacher learning and the capacity to reflect on and learn from teaching.
(Orginally published in 2010)The seventh monograph of AMTE highlights examples of important scholarship of and for the mathematics teacher education community.
(Orginally published in 2009)The sixth monograph of AMTE highlights examples of the important scholarship of the mathematics teacher education community.
(Orginally published in 2008)The 14 chapters in this monograph provide support for mathematics teacher educators in both their Practical Knowledge and their Professional Knowledge.
The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics-how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings-and how to use these insights to improve instruction and student learning.
This volume is an outgrowth of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010.
(Orginally published in 2005)This monograph represents the work of many mathematics teacher educators explored the content knowledge and pedagogical knowledge that make up the middle grades learning experience.
The purpose of the book is to establish a common language for, and understanding of, embodiment as it applies to mathematical thinking, and to link mathematics education research to recent work in gesture studies, cognitive linguistics and the theory of embodied cognition.
This book is the first volume of an attempt to capture and record some of the answers to these questions-either from the pioneers themselves or from those persons who worked most closely with them.
The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics-how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings-and how to use these insights to improve instruction and student learning.
Research in Science Education (RISE) Volume 6, Research Based Undergraduate Science Teaching examines research, theory, and practice concerning issues of teaching science with undergraduates.
The research into how students' attitudes affect learning of science related subjects have been one of the core areas of interest by science educators.
The purpose of the book is to establish a common language for, and understanding of, embodiment as it applies to mathematical thinking, and to link mathematics education research to recent work in gesture studies, cognitive linguistics and the theory of embodied cognition.
Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK-12 teachers in many different institutional contexts and structures.
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.
This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics.
