Mathematicians And Education Reform 1990 1991
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| Author | : Naomi Fisher |
| Publisher | : American Mathematical Soc. |
| Total Pages | : 197 |
| Release | : 1993 |
| Genre | : Education |
| ISBN | : 0821835033 |
This is the latest volume in the CBMS (Conference Board of the Mathematical Sciences) Issues in Mathematics Education series, which seeks to stimulate the flow of information among mathematical scientists, mathematics educators, and mathematics teachers about innovative efforts to revitalize the teaching of the mathematical sciences at all levels. The first part of this volume is devoted to detailed descriptions of a wide variety of educational projects undertaken by mathematicians. These descriptions focus for the most part on substantial enterprises with an investment of several years and systematic review and evaluation. By contrast, the second part of the book centres on ideas that could be put into action at a modest level as a springboard for longer term projects. This book is intended to stimulate and inspire mathematical scientists to pursue educational work. In addition, those who have already ventured into educational activities and may be ready for deeper involvement will also benefit from this exploration of what can be done. This series is published in cooperation with the Mathematical Association of America.
| Author | : Yoz_ Matsushima |
| Publisher | : American Mathematical Soc. |
| Total Pages | : 330 |
| Release | : 1971-12-31 |
| Genre | : Mathematics |
| ISBN | : 082181656X |
| Author | : Conference Board of the Mathematical Sciences |
| Publisher | : American Mathematical Soc. |
| Total Pages | : 164 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : 9780821828991 |
Now is a time of great interest in mathematics education. Student performance, curriculum, and teacher education are the subjects of much scrutiny and debate. Studies on the mathematical knowledge of prospective and practicing U. S. teachers suggest ways to improve their mathematical educations. It is often assumed that because the topics covered in K-12 mathematics are so basic, they should be easy to teach. However, research in mathematics education has shown that to teach well,substantial mathematical understanding is necessary--even to teach whole-number arithmetic. Prospective teachers need a solid understanding of mathematics so that they can teach it as a coherent, reasoned activity and communicate its elegance and power. This volume gathers and reports current thinkingon curriculum and policy issues affecting the mathematical education of teachers. It considers two general themes: (1) the intellectual substance in school mathematics; and (2) the special nature of the mathematical knowledge needed for teaching. The underlying study was funded by a grant from the U.S. Department of Education. The mathematical knowledge needed for teaching is quite different from that required by students pursuing other mathematics-related professions. Material here is gearedtoward stimulating efforts on individual campuses to improve programs for prospective teachers. This report contains general recommendations for all grades and extensive discussions of the specific mathematical knowledge required for teaching elementary, middle, and high-school grades, respectively.It is also designed to marshal efforts in the mathematical sciences community to back important national initiatives to improve mathematics education and to expand professional development opportunities. The book will be an important resource for mathematics faculty and other parties involved in the mathematical education of teachers. Information for our distributors: This series is published in cooperation with the Mathematical Association of America.
| Author | : Solomon Friedberg |
| Publisher | : American Mathematical Soc. |
| Total Pages | : 92 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : 9780821828236 |
Progress in mathematics frequently occurs first by studying particular examples and then by generalizing the patterns that have been observed into far-reaching theorems. Similarly, in teaching mathematics one often employs examples to motivate a general principle or to illustrate its use. This volume uses the same idea in the context of learning how to teach: by analyzing particular teaching situations, one can develop broadly applicable teaching skills useful for the professional mathematician. These teaching situations are the case studies of the title. Just as a good mathematician seeks both to understand the details of a particular problem and to put it in a broader context, the examples presented here are chosen to offer a serious set of detailed teaching issues and to afford analysis from a broad perspective. Each case raises a variety of pedagogical and communication issues that may be explored either individually or in a group facilitated by a faculty member. The methodology of case studies is widely used in areas such as business and law. The consideration of the mathematics cases presented here should help readers to develop teaching skills for their own classrooms.
| Author | : James J. Kaput |
| Publisher | : American Mathematical Soc. |
| Total Pages | : 330 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : 0821808826 |
Volume 3 of Research in Collegiate Mathematics Education (RCME) presents state-of-the-art research on understanding, teaching and learning mathematics at the post-secondary level. This volume contains information on methodology and research concentrating on these areas of student learning: Problem Solving; Understanding Concepts; and Understanding Proofs.
| Author | : M.A. (Ken) Clements |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 1119 |
| Release | : 2012-11-15 |
| Genre | : Mathematics |
| ISBN | : 1461446848 |
The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.
| Author | : Solomon Friedberg |
| Publisher | : American Mathematical Soc. |
| Total Pages | : 180 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : 9780821828755 |
Progress in mathematics frequently occurs first by studying particular examples and then by generalizing the patterns that have been observed into far-reaching theorems. Similarly, in teaching mathematics one often employs examples to motivate a general principle or to illustrate its use. This volume uses the same idea in the context of learning how to teach: By analyzing particular teaching situations, one can develop broadly applicable teaching skills useful for the professional mathematician. These teaching situations are the Case Studies of the title. Just as a good mathematician seeks both to understand the details of a particular problem and to put it in a broader context, the examples presented here are chosen to offer a serious set of detailed teaching issues and to afford analysis from a broad perspective. Each case raises a variety of pedagogical and communication issues that may be explored either individually or in a group facilitated by a faculty member. Teaching notes for such a facilitator are included for each Case in the Faculty Edition. The methodology of Case Studies is widely used in areas such as business and law. The consideration of the mathematics cases presented here will help readers to develop teaching skills for their own classrooms.
| Author | : Annie Selden |
| Publisher | : American Mathematical Soc. |
| Total Pages | : 225 |
| Release | : 2003 |
| Genre | : Mathematics |
| ISBN | : 0821833022 |
| Author | : Robert E. Reys |
| Publisher | : American Mathematical Soc. |
| Total Pages | : 192 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : 0821827715 |
This book is the first to focus specifically on doctoral programs in mathematics education. It reflects the proceedings of a National Conference on Doctoral Programs in Mathematics Education (Lake Ozark, MO) which was sponsored by the National Science Foundation. This conference was proceeded by a comprehensive survey of programs conducted over the preceding year. The meeting was designed to generate dialog regarding the nature of current doctoral programs in mathematics education, to discuss ways to strengthen such programs, and to detail suggestions and guidelines for faculty engaged in restructuring an existing program or in creating a new one.
| Author | : Fernando Hitt |
| Publisher | : American Mathematical Soc. |
| Total Pages | : 265 |
| Release | : 2006 |
| Genre | : Mathematics |
| ISBN | : 0821842439 |
The sixth volume of Research in Collegiate Mathematics Education presents state-of-the-art research on understanding, teaching, and learning mathematics at the postsecondary level. The articles advance our understanding of collegiate mathematics education while being readable by a wide audience of mathematicians interested in issues affecting their own students. This is a collection of useful and informative research regarding the ways our students think about and learn mathematics.The volume opens with studies on students' experiences with calculus reform and on the effects of concept-based calculus instruction. The next study uses technology and the van Hiele framework to help students construct concept images of sequential convergence. The volume continues with studies ondeveloping and assessing specific competencies in real analysis, on introductory complex analysis, and on using geometry in teaching and learning linear algebra. It closes with a study on the processes used in proof construction and another on the transition to graduate studies in mathematics. Whether they are specialists in education or mathematicians interested in finding out about the field, readers will obtain new insights about teaching and learning and will take away ideas that they canuse. Information for our distributors: This series is published in cooperation with the Mathematical Association of America.
