MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context. Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and…mehr
MasterClass in Mathematics Education provides accessible links between theory and practice and encourages readers to reflect on their own understanding of their teaching context. Each chapter, written by an internationally respected authority, explores the key concepts within the selected area of the field, drawing directly on published research to encourage readers to reflect on the content, ideas and ongoing debates. Using international case studies, each chapter will encourage readers to think about ways that the teaching and learning of mathematics reflect different cultural traditions and expectations and enable them to evaluate effective strategies for their own contexts.
Paul Andrews is Professor of Mathematics Education at the University of Stockholm, Sweden. He is a co-editor of the Cambridge Journal of Education . Tim Rowland is Professor of Mathematics Education at the University of East Anglia, UK, and Emeritus Reader in Mathematics Education at the University of Cambridge, UK. Tim is Chair of the Joint Mathematical Council of the United Kingdom, and joint editor of the journal Research in Mathematics Education.
Inhaltsangabe
Notes on Contributors Series Editor's Preface Sue Brindley (University of Cambridge UK) Preface Paul Andrews (University of Stockholm Sweden) and Tim Rowland (University of Cambridge UK) Part I: Issues in Mathematics Education 1. What is Mathematics and Why Learn It? Paul Ernest (Exeter University UK and Brunel University UK) 2. Learning and Knowing Mathematics Stephen Lerman (London South Bank University UK) 3. Improving Assessment in School Mathematics Jeremy Hodgen (King's College London UK) and Marja van den Heuvel-Panhuizen (Utrecht University The Netherlands) 4. Integrating New Technologies into School Mathematics Kenneth Ruthven (University of Cambridge UK) 5. Mathematics Textbooks and How They Are Used Sebastian Rezat (Justus-Liebig-University Giessen Germany) and Rudolf Straesser (Justus-Liebig-University Giessen Germany) 6. The Affective Domain Günter Törner (University of Duisburg- Essen Germany) 7. Mathematics and Language Richard Barwell (University of Ottawa Canada) 8. Mathematics Teacher Knowledge Tim Rowland (University of Cambridge UK) Part II: Aspects of Mathematics Curriculum 9. Proof Andreas Styliandes (University of Cambridge UK) 10. Mathematical Problem Solving Lieven Verschaffel (University of Leuven Belgium) Wim Van Dooren (University of Leuven Belgium) and Fien Depaepe (University of Leuven Belgium) 11. Algebra Daniel Chazan (University of Maryland USA) 12. Arithmetic Julia Anghileri (University of Cambridge UK) 13. Geometry Angel Gutierrez (Universidad de Valencia Spain) 14. Probability Dave Pratt (Institute of Education University of London UK) Part III: Comparative Mathematics Education 15. European Mathematics Curricula and Classroom Practices Paul Andrews (University of Stockholm Sweden) 16. Teaching and Learning Mathematics in Chinese Culture Ngai-Ying Wong (Chinese University of Hong Kong Hong Kong) 17. Classroom Culture and Mathematics Learning Eva Jablonka (Lulea University of Technology Sweden) Index
Notes on Contributors Series Editor's Preface Sue Brindley (University of Cambridge UK) Preface Paul Andrews (University of Stockholm Sweden) and Tim Rowland (University of Cambridge UK) Part I: Issues in Mathematics Education 1. What is Mathematics and Why Learn It? Paul Ernest (Exeter University UK and Brunel University UK) 2. Learning and Knowing Mathematics Stephen Lerman (London South Bank University UK) 3. Improving Assessment in School Mathematics Jeremy Hodgen (King's College London UK) and Marja van den Heuvel-Panhuizen (Utrecht University The Netherlands) 4. Integrating New Technologies into School Mathematics Kenneth Ruthven (University of Cambridge UK) 5. Mathematics Textbooks and How They Are Used Sebastian Rezat (Justus-Liebig-University Giessen Germany) and Rudolf Straesser (Justus-Liebig-University Giessen Germany) 6. The Affective Domain Günter Törner (University of Duisburg- Essen Germany) 7. Mathematics and Language Richard Barwell (University of Ottawa Canada) 8. Mathematics Teacher Knowledge Tim Rowland (University of Cambridge UK) Part II: Aspects of Mathematics Curriculum 9. Proof Andreas Styliandes (University of Cambridge UK) 10. Mathematical Problem Solving Lieven Verschaffel (University of Leuven Belgium) Wim Van Dooren (University of Leuven Belgium) and Fien Depaepe (University of Leuven Belgium) 11. Algebra Daniel Chazan (University of Maryland USA) 12. Arithmetic Julia Anghileri (University of Cambridge UK) 13. Geometry Angel Gutierrez (Universidad de Valencia Spain) 14. Probability Dave Pratt (Institute of Education University of London UK) Part III: Comparative Mathematics Education 15. European Mathematics Curricula and Classroom Practices Paul Andrews (University of Stockholm Sweden) 16. Teaching and Learning Mathematics in Chinese Culture Ngai-Ying Wong (Chinese University of Hong Kong Hong Kong) 17. Classroom Culture and Mathematics Learning Eva Jablonka (Lulea University of Technology Sweden) Index
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