Transitions Between Contexts Of Mathematical Practices
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| Author | : Guida de Abreu |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 253 |
| Release | : 2006-04-11 |
| Genre | : Education |
| ISBN | : 0306476746 |
This book discusses mathematics learners in transition and their practices in different contexts; the institutional and socio-cultural framing of the transition processes involved; and the communication and negotiation of mathematical meanings during transition. Providing both empirical studies and significant theoretical reflections, it will appeal to researchers and postgraduate students in mathematics education, cultural psychology, multicultural education, immigrant and indigenous education.
| Author | : Ghislaine Gueudet |
| Publisher | : Springer |
| Total Pages | : 44 |
| Release | : 2016-07-07 |
| Genre | : Education |
| ISBN | : 3319316222 |
This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap – to create a transition. The book concludes with directions for future research on transitions in mathematics education.
| Author | : Frank K. Lester |
| Publisher | : IAP |
| Total Pages | : 1380 |
| Release | : 2007-02-01 |
| Genre | : Education |
| ISBN | : 160752709X |
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
| Author | : Swapna Mukhopadhyay |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 321 |
| Release | : 2012-12-28 |
| Genre | : Education |
| ISBN | : 9460919219 |
This book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social, and political contexts, the purpose of these lectures was to provide a public intellectual space to interrogate conceptions of mathematics and mathematics education, particularly by looking at mathematical practices that are not considered relevant to mainstream mathematics education. One of the main thrusts was to contemplate the fundamental question of whose mathematics is to be valorized in a multicultural world, a world in which, as Paolo Freire said, “The intellectual activity of those without power is always characterized asnon-intellectual”. To date, nineteen scholars (including the second editor) have participated in the series. All of the lectures have been streamed for global dissemination at:http://www.media.pdx.edu/dlcmedia/events/AFK/. Most of the speakers contributed a chapter to this book, based either on their original talk or on a related topic. The book is divided into four sections dealing with: • Mathematics and the politics of knowledge • Ethnomathematics • Learning to see mathematically • Mathematics education for social justice.
| Author | : Lyn D. English |
| Publisher | : Routledge |
| Total Pages | : 739 |
| Release | : 2015-07-30 |
| Genre | : Education |
| ISBN | : 1134626649 |
This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.
| Author | : Karen Littleton |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 827 |
| Release | : 2010-05-26 |
| Genre | : Education |
| ISBN | : 1848552327 |
Provides researchers, practitioners and advisers working in the fields of psychology and education with an overview of research across a broad spectrum of work within the domain of psychology of education. This book focuses on typically developing school-age children, although issues relating to specific learning difficulties are also addressed.
| Author | : Gert Schubring |
| Publisher | : |
| Total Pages | : 201 |
| Release | : 2019 |
| Genre | : Mathematics |
| ISBN | : 9783030016180 |
This contributed volume investigates the active role of the different contexts of mathematics teaching on the evolution of the practices of mathematical concepts, with particular focus on their foundations. The book aims to deconstruct the strong and generally wide-held conviction that research in mathematics constitutes the only driving force for any progress in the development of mathematics as a field. In compelling and convincing contrast, these chapters aim to show the productive function of teaching, showcasing investigations from countries and regions throughout various eras, from Old Babylonia through the 20th Century. In so doing, they provide a critical reflection on the foundations of mathematics, as well as instigate new research questions, and explore the interfaces between teaching and research.
| Author | : Tamsin Meaney |
| Publisher | : Springer |
| Total Pages | : 443 |
| Release | : 2016-01-22 |
| Genre | : Education |
| ISBN | : 331923935X |
This book presents chapters based on papers presented at the second POEM conference on early mathematics learning. These chapters broaden the discussion about mathematics education in early childhood, by exploring the debate about construction versus instruction. Specific sections investigate the teaching and learning of mathematical processes and mathematical content, early childhood teacher development, transitions for young children between home and preschool, between home and school and between preschool and school. The chapters use a range of innovative theoretical and methodological approaches which will form an interesting basis for future research in this area.
| Author | : Patricia Paraide |
| Publisher | : Springer Nature |
| Total Pages | : 503 |
| Release | : 2023-01-10 |
| Genre | : Education |
| ISBN | : 3030909948 |
Most education research is undertaken in western developed countries. While some research from developing countries does make it into research journals from time to time, but these articles only emphasize the rarity of research in developing countries. The proposed book is unique in that it will cover education in Papua New Guinea over the millennia. Papua New Guinea’s multicultural society with relatively recent contact with Europe and the Middle East provides a cameo of the development of education in a country with both a colonial history and a coup-less transition to independence. Discussion will focus on specific areas of mathematics education that have been impacted by policies, research, circumstances and other influences, with particular emphasis on pressures on education in the last one and half centuries. This volume will be one of the few records of this kind in the education research literature as an in-depth record and critique of how school mathematics has been grown in Papua New Guinea from the late 1800s, and should be a useful addition to graduate programs mathematics education courses, history of mathematics, as well as the interdisciplinary fields of cross cultural studies, scholarship focusing on globalization and post / decolonialism, linguistics, educational administration and policy, technology education, teacher education, and gender studies.
| Author | : Elena L. Grigorenko |
| Publisher | : Routledge |
| Total Pages | : 463 |
| Release | : 2009-09-10 |
| Genre | : Education |
| ISBN | : 1135213585 |
This edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.S., as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the U.S. population.
