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| Author | : Baruch Schwarz |
| Publisher | : Routledge |
| Total Pages | : 335 |
| Release | : 2009-05-07 |
| Genre | : Education |
| ISBN | : 1134007329 |
Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms.
| Author | : Baruch Schwarz |
| Publisher | : Routledge |
| Total Pages | : 417 |
| Release | : 2009-05-07 |
| Genre | : Education |
| ISBN | : 1134007310 |
Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms, using mathematics and science as a model to examine how different types of interactions contribute to students’ participation in classroom activity, and their understanding of concepts and their practical applications. The contributions in this book offer rich descriptions and ways of understanding how learning occurs in both traditional and non-traditional settings. Combining theoretical perspectives with practical applications, the book includes discussions of: the roles of dialogue and argumentation in constructing knowledge the role of guidance in constructing knowledge abstracting processes in mathematics and science classrooms the effect of environment, media and technology on learning processes methodologies for tracing transformation of knowledge in classroom interaction. Bringing together a broad range of contributions from leading international researchers, this book makes an important contribution to the field of classroom learning, and will appeal to all those engaged in academic research in education.
| Author | : Sung Je Cho |
| Publisher | : Springer |
| Total Pages | : 917 |
| Release | : 2015-07-16 |
| Genre | : Education |
| ISBN | : 3319171879 |
This book comprises the full selected Regular Lectures from the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 4700 experts from 100 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. These selected Regular Lectures present the work of fifty-one prominent mathematics educators from all over the globe. The Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.
| Author | : Angelika Bikner-Ahsbahs |
| Publisher | : Springer |
| Total Pages | : 587 |
| Release | : 2014-11-26 |
| Genre | : Education |
| ISBN | : 9401791813 |
This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies. Continuing the discussion as begun in the two 2003 ZDM issues dedicated to qualitative empirical methods, this book presents astate of the art overview on qualitative research in mathematics education and beyond. The structure of the book allows the reader to use it as an actual guide for the selection of an appropriate methodology, on a basis of both theoretical depth and practical implications. The methods and examples illustrate how different methodologies come to life when applied to a specific question in a specific context. Many of the methodologies described are also applicable outside mathematics education, but the examples provided are chosen so as to situate the approach in a mathematical context.
| Author | : Sebastian Rezat |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 417 |
| Release | : 2013-12-13 |
| Genre | : Education |
| ISBN | : 1461434890 |
The diversity of research domains and theories in the field of mathematics education has been a permanent subject of discussions from the origins of the discipline up to the present. On the one hand the diversity is regarded as a resource for rich scientific development on the other hand it gives rise to the often repeated criticism of the discipline’s lack of focus and identity. As one way of focusing on core issues of the discipline the book seeks to open up a discussion about fundamental ideas in the field of mathematics education that permeate different research domains and perspectives. The book addresses transformation as one fundamental idea in mathematics education and examines it from different perspectives. Transformations are related to knowledge, related to signs and representations of mathematics, related to concepts and ideas, and related to instruments for the learning of mathematics. The book seeks to answer the following questions: What do we know about transformations in the different domains? What kinds of transformations are crucial? How is transformation in each case conceptualized?
| Author | : Rikke Ørngreen |
| Publisher | : Academic Conferences and publishing limited |
| Total Pages | : 722 |
| Release | : 2019-11-07 |
| Genre | : Business & Economics |
| ISBN | : 1912764415 |
| Author | : Michael Baker |
| Publisher | : Routledge |
| Total Pages | : 313 |
| Release | : 2013 |
| Genre | : Education |
| ISBN | : 0415696879 |
'Affective Learning Together' contains in-depth theoretical reviews and case studies in the classroom, of the social and affective dimensions of group learning in a variety of educational situations and taught disciplines, from small groups working on design projects or debating topics in biology and in history in schools.
| Author | : Ulrike Cress |
| Publisher | : Springer Nature |
| Total Pages | : 669 |
| Release | : 2021-10-08 |
| Genre | : Education |
| ISBN | : 3030652912 |
CSCL has in the past 15 years (and often in conjunction with Springer) grown into a thriving and active community. Yet, lacking is a comprehensive CSCL handbook that displays the range of research being done in this area. This handbook will provide an overview of the diverse aspects of the field, allowing newcomers to develop a sense of the entirety of CSCL research and for existing community members to become more deeply aware of work outside their direct area. The handbook will also serve as a ready reference for foundational concepts, methods, and approaches in the field. The chapters are written in such a way that each of them can be used in a stand-alone fashion while also serving as introductory readings in relevant study courses or in teacher education. While some CSCL-relevant topics are addressed in the International Handbook of the Learning Sciences and the International Handbook of Collaborative Learning, these books do not aim to present an integrated and comprehensive view of CSCL. The International Handbook of Computer- Supported Collaborative Learning covers all relevant topics in CSCL, particularly recent developments in the field, such as the rise of computational approaches and learning analytics.
| Author | : Angelika Bikner-Ahsbahs |
| Publisher | : Springer |
| Total Pages | : 326 |
| Release | : 2014-08-25 |
| Genre | : Education |
| ISBN | : 3319053892 |
How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them. The book explains and illustrates what it means to network theories; it presents networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS). A synthetic presentation of each theory and their connections shows how the activity of networking generates questions at the theoretical, methodological and practical levels and how the work on these questions leads to both theoretical and practical progress. The core of the book consists of four new networking case studies which illustrate what exactly can be gained by this approach and what kind of difficulties might arise.
| Author | : Marc J. de Vries |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 297 |
| Release | : 2012-01-01 |
| Genre | : Science |
| ISBN | : 9460917135 |
This book presents the research output of the Dutch project VTB-Pro, an internationally-oriented project that aimed at providing primary school teachers with the knowledge, abilities and attitudes that are necessary to implement science and technology education in their classes. An introductory chapter by Wynne Harlen and Pierre Lena positions this project in the international context. From the Foreword by Dr. Michel Rocard: I have been pleased to discover the VTB-Pro three-years project carried in the Netherlands (Broadening technological education in primary school). Focusing on professional development of teachers and presenting first hand testimonies and research, the present book demonstrates how to deal with this issue, so critical for a renewed pedagogy. With proper methods, the knowledge of science, the interest in science and technology, the pedagogical skills can all be improved among teachers who often have no or little affection for science.
