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Format: 1 Online-Ressource (x, 786 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-319-72170-5

Series Statement: ICME-13 monographs

Note: Vorwort: "Outcome of the 13th International Congress on Mathematical Education (ICME-13) that was held in Hamburg, Germany, from 24th to 31st July 2016". - Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-72169-9

Language: English

Subjects: Education

Keywords: Mathematikunterricht ; Konferenzschrift

DOI: 10.1007/978-3-319-72170-5

URL: Volltext  (kostenfrei)

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Author information: Kaiser, Gabriele 1952-

UID:

Format: 1 Online-Ressource (x, 786 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-319-72170-5

Series Statement: ICME-13 monographs

Note: Vorwort: "Outcome of the 13th International Congress on Mathematical Education (ICME-13) that was held in Hamburg, Germany, from 24th to 31st July 2016". - Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-72169-9

Language: English

Subjects: Education

Keywords: Mathematikunterricht ; Konferenzschrift

DOI: 10.1007/978-3-319-72170-5

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

Author information: Kaiser, Gabriele 1952-

UID:

Format: 1 Online-Ressource (x, 786 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-319-72170-5

Series Statement: ICME-13 monographs

Note: Vorwort: "Outcome of the 13th International Congress on Mathematical Education (ICME-13) that was held in Hamburg, Germany, from 24th to 31st July 2016". - Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-72169-9

Language: English

Subjects: Education

Keywords: Mathematikunterricht ; Konferenzschrift

DOI: 10.1007/978-3-319-72170-5

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

Author information: Kaiser, Gabriele, 1952-

UID:

Format: 1 Online-Ressource (x, 786 Seiten) , Illustrationen, Diagramme

ISBN: 9783319721705

Series Statement: ICME-13 monographs

Note: Vorwort: "Outcome of the 13th International Congress on Mathematical Education (ICME-13) that was held in Hamburg, Germany, from 24th to 31st July 2016" , Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-72169-9

Language: English

Subjects: Education

Keywords: Mathematikunterricht ; Konferenzschrift

DOI: 10.1007/978-3-319-72170-5

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

Author information: Kaiser, Gabriele 1952-

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Format: 1 Online-Ressource (X, 197 Seiten) : , Illustrationen.

ISBN: 978-1-922235-86-2 , 978-1-922235-87-9

Note: Titel ist im Rahmen der Initiative Knowledge Unlatched frei zugänglich

Language: English

Subjects: Computer Science , Education

Keywords: Informatikunterricht ; Mädchen ; Schule ; Computer ; Electronic books

URL: Volltext  (URL des Erstveröffentlichers)

URL: View this content on Open Research Library

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Format: 1 online resource (210 pages)

Edition: 1st ed.

ISBN: 9781922235879

Series Statement: Education Ser.

Additional Edition: Print version: Craig, Annemieke Digital Divas Melbourne : Monash University Publishing,c2016 ISBN 9781922235862

Language: English

Keywords: Electronic books. ; Electronic books.

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URL: Click here to view book

URL: lizenzpflichtig

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Format: 1 online resource (777 pages)

ISBN: 9783319721705

Series Statement: ICME-13 Monographs

Note: Intro -- Preface -- Contents -- 1 Practice-Based Initial Teacher Education: Developing Inquiring Professionals -- Abstract -- 1.1 Introduction -- 1.2 Inquiring Professionals -- 1.3 Inquiry Within Practice-Based Initial Teacher Education -- 1.4 Developing an Inquiry Stance Within Rehearsals -- 1.5 Developing an Inquiry Stance in Classroom-Based Rehearsals -- 1.6 Supporting Teaching Inquiry-Orientated Standards -- 1.7 Challenges and Implications Going Forward -- Acknowledgements -- References -- 2 Mathematical Experiments-An Ideal First Step into Mathematics -- Abstract -- 2.1 Mathematical Experiments and Science Centers -- 2.2 Mathematikum Giessen -- 2.3 Some Experiments -- 2.4 Books and Easy-to-Built Experiments -- 2.5 Two Critical Questions -- 2.5.1 Are These Experiments at All? -- 2.5.2 Is This at All Mathematics? -- 2.6 Effects and Impact on the Visitors -- References -- 3 Intersections of Culture, Language, and Mathematics Education: Looking Back and Looking Ahead -- Abstract -- 3.1 School Versus Home -- 3.2 Some Context -- 3.3 Towards a Two-Way Dialogue Home-School -- 3.4 Cultural Aspects -- 3.5 Language Aspects -- 3.6 The Case of Larissa -- 3.7 Looking Ahead -- Acknowledgements -- References -- 4 The Double Continuity of Algebra -- Abstract -- 4.1 Introduction -- 4.2 From University to Secondary School -- 4.2.1 Pythagorean Triples -- 4.2.2 The Algebraic Method from a Higher Standpoint -- 4.2.3 Using Norms to Construct Triangles with a 60° Angle -- 4.2.4 What Is to Be Learned from This? -- 4.3 From Secondary School to University -- 4.3.1 Ptolemy's Theorem -- 4.3.2 A Question from a Secondary School Class -- 4.3.3 What Is to Be Learned from This? -- 4.4 Implications for Teaching Abstract Algebra -- References -- 5 A Friendly Introduction to "Knowledge in Pieces": Modeling Types of Knowledge and Their Roles in Learning -- Abstract. , 5.1 Introduction -- 5.1.1 Overview -- 5.1.2 Empirical Methods -- 5.2 Two Models: Illustrative Data and Analysis -- 5.2.1 Intuitive Knowledge -- 5.2.2 Scientific Concepts -- 5.3 Examples in Mathematics -- 5.3.1 The Law of Large Numbers -- 5.3.2 Understanding Fractions -- 5.3.3 Conceptual and Procedural Knowledge in Strategy Innovation -- 5.3.4 Other Examples -- 5.4 Cross-Cutting Themes -- 5.4.1 Continuity or Discontinuity in Learning -- 5.4.2 Understanding Representations -- References -- 6 History of Mathematics, Mathematics Education, and the Liberal Arts -- Abstract -- 6.1 By Way of Introduction: David Eugene Smith -- 6.1.1 Religio Historici -- 6.2 History of Mathematics and Mathematics Education -- 6.3 The Liberal Arts -- 6.4 Concluding Words -- References -- 7 Knowledge and Action for Change Through Culture, Community and Curriculum -- Abstract -- 7.1 "Mathematics for All" -- 7.1.1 Ethnomathematics and Ecological Systems Theory -- 7.2 Culture, Community and Curriculum -- 7.2.1 Theoretical Frameworks -- 7.2.2 Connections to Hawai'i and the Pacific -- 7.3 Knowledge and Action for Change -- 7.3.1 Educational Context in Hawai'i and the Pacific -- 7.3.2 Preparing Teachers as Leaders -- 7.4 Further Discussion -- References -- 8 The Impact and Challenges of Early Mathematics Intervention in an Australian Context -- Abstract -- 8.1 Introduction -- 8.2 Failure to Thrive When Learning Mathematics -- 8.3 The Extending Mathematical Understanding (EMU) Intervention Approach -- 8.4 Using Growth Point Profiles to Identify Children Who May Benefit from an Intervention Program -- 8.5 Progress of Students Who Participated in an EMU Intervention Program -- 8.6 Longitudinal Impact on Mathematics Knowledge and Growth Points Over Three Years -- 8.7 Impact of EMU Intervention on Children's Confidence for Learning Mathematics. , 8.8 Issues Related to Effective Intervention Approaches -- 8.9 Conclusion -- Acknowledgements -- References -- 9 Helping Teacher Educators in Institutions of Higher Learning to Prepare Prospective and Practicing Teachers to Teach Mathematics to Young Children -- Abstract -- 9.1 Introduction -- 9.2 The Need for EME -- 9.3 A Guide for Teacher Educators -- 9.3.1 What Do We Teacher Educators Want Our Students to Know? -- 9.3.1.1 The Mathematics -- 9.3.1.2 The Development of Mathematical Thinking -- 9.3.1.3 Formative Assessment and Understanding the Individual -- 9.3.1.4 Pedagogical Goals and Methods -- 9.3.2 Overcoming Negative Feelings -- 9.4 The DREME Modules -- 9.5 My Course -- 9.5.1 Who Are You? -- 9.5.2 What Concerns You? -- 9.5.3 Learning About the Math -- 9.5.4 Learning About Children's Thinking -- 9.5.5 Assessment -- 9.5.6 Analyzing Videos -- 9.5.7 Clinical Interview -- 9.5.8 Pedagogy -- 9.5.9 Picture Books -- 9.6 Conclusion -- References -- 10 Hidden Connections and Double Meanings: A Mathematical Viewpoint of Affective and Cognitive Interactions in Learning -- Abstract -- 10.1 Introduction -- 10.2 Theoretical Fundamentals -- 10.2.1 Affective-Cognitive Reference System: The Zig-Zag Path in Mathematical Reasoning -- 10.2.2 Affective-Cognitive Reference System Model -- 10.3 Determining the Local Affect-Cognitive Structure -- 10.3.1 Considerations for the Analysis of the Cognitive Mathematical Dimension -- 10.3.2 Modeling the Local Structure of Affect in the Individual: Routines and Bifurcations -- 10.4 Modeling Local Affect Structure in a Group -- 10.4.1 Implicative Data Analysis -- 10.4.2 Results of the Modeling of Local Affect Structure in a Group -- 10.5 Conclusion -- Acknowledgements -- References -- 11 The Role of Algebra in School Mathematics -- Abstract -- 11.1 Introduction -- 11.2 Different Profiles in Mathematics Education. , 11.3 Equal Rights to Education -- 11.4 Reasons for Low Emphasis on Algebra -- 11.5 Pure and Applied Mathematics -- 11.6 How to Learn the Mathematical Language Algebra -- 11.7 Summary and Further Research -- References -- 12 Storytelling for Tertiary Mathematics Students -- Abstract -- 12.1 About Stories and Storytelling -- 12.2 History of Storytelling -- 12.3 Literature on Storytelling in Education -- 12.4 Storytelling for Tertiary Mathematics -- 12.5 Features of Storytelling -- 12.6 Data Gathering -- 12.7 Feedback -- 12.8 Critical Reflection -- 12.9 Examples of Stories -- References -- 13 PME and the International Community of Mathematics Education -- Abstract -- 13.1 Introduction -- 13.1.1 Some General Features of PME -- 13.1.2 PME Spirit Through the Lens of Its Goals, Conferences, Proceedings and Books -- 13.2 First Views on the Research Presented at PME -- 13.2.1 The Theoretical Basis That Is Used to Frame Findings -- 13.2.2 Methods Used to Approach Questions -- 13.3 Development and Changes in PME Research on Mathematics Learning -- 13.3.1 General Features of Trends in This Research -- 13.3.2 Learning as It Is Expressed in the Accumulation of Learners' Responses (as Individuals) to Purposeful Tasks in Tests and Questionnaires (Quantitative Research) -- 13.3.3 Theory in the Center -- 13.3.4 Constructivism and Socio-cultural Approaches, as Catalysts for Classroom Research or Vice-Versa -- 13.3.5 Research in the Mathematics Classroom and the Mathematics that is Taught and Learned in the Classroom -- 13.3.6 Networking-Connecting Theoretical Approaches for Better Interpretation of Empirical Findings -- 13.4 Factors Influencing PME's Development-Examples from Research on Mathematics Teachers -- 13.4.1 The Development of Research on Teachers and Teaching in PME -- 13.4.2 Trends Impacting the Development of Research on Teachers and Teaching. , 13.4.3 What Can We Learn from Research on Teachers and Teaching? -- 13.5 Epilog -- References -- 14 ICMI 1966-2016: A Double Insiders' View of the Latest Half Century of the International Commission on Mathematical Instruction -- Abstract -- 14.1 Introduction -- 14.2 1908-1982: Foundation, (Re)Formation and "The First Crisis" Around ICMI -- 14.3 1983-1998: Consolidation and Expansion -- 14.4 1999-2016: Calm Waters, but with "A Second Crisis" Around ICMI -- 14.5 ICMI and the Field of Mathematics Education -- References -- 15 Formative Assessment in Inquiry-Based Elementary Mathematics -- Abstract -- 15.1 Introduction -- 15.2 Background of the Study -- 15.2.1 Assessment -- 15.2.2 Inquiry-Based Approach in Mathematics Education and Assessment -- 15.3 Empirical Study -- 15.3.1 Goals and Organization of the Study -- 15.3.2 Preparation of the Educational Experiments -- 15.3.3 Data and Their Analysis -- 15.4 Selected Findings and Discussion -- 15.4.1 Formulation of Learning Objectives -- 15.4.2 Supporting Self-Assessment and Formative Peer Assessment -- 15.4.3 Correctness of Solution of the Problem and Peer Assessment -- 15.4.4 Peer Assessment and Institutionalization of Knowledge -- 15.4.5 Other Methods of Formative Assessment in Our Experiments -- 15.5 Concluding Remarks -- 15.5.1 Formative Assessment and Teachers -- 15.5.2 Formative Assessment and Pupils -- 15.5.3 Formative Assessment and Culture -- Acknowledgements -- Appendix 1: Assessment Tools Worksheet 1: Find Out How Many Lentils There Are in a Half-Kilogram Package. (Colored Parts Are Intended for Peer Assessment.) -- References -- 16 Professional Development of Mathematics Teachers: Through the Lens of the Camera -- Abstract -- 16.1 Introduction -- 16.2 The VIDEO-LM Project: Rationale, Theoretical Roots, and Framework -- 16.2.1 The Six-Lens Framework. , 16.2.2 Features of Using SLF in Video-Based PD Sessions.

Additional Edition: Print version: Kaiser, Gabriele Invited Lectures from the 13th International Congress on Mathematical Education Cham : Springer International Publishing AG,c2018 ISBN 9783319721699

Language: English

Keywords: Electronic books.

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Format: 1 Online-Ressource (208 p.)

ISBN: 9781922235862

Series Statement: Education

Content: The geek is male. Or so it seems. As is well documented, there is a distinct under-representation of girls studying computing at high school level and, correspondingly, going on to have careers in IT. To address this problem, in 2007 the authors of this book, with backgrounds in secondary teaching or IT, trialled a new and revolutionary program in schools: ‘Digital Divas’. The Digital Divas program, based on the idea that it was possible to change girls’ perceptions of IT careers with educationally sound materials that tapped into their interests and were delivered in all-girl classes within the school curriculum, was a great success. In 'Digital Divas: Putting the Wow into Computing for Girls', Fisher, Lang, Craig and Forgasz recount what they did and how they did it, and reflect on the significance of this program, which has indisputably led to an increased self-sufficiency with IT amongst girls, challenged stereotypical understandings of IT as a male activity, and increased the pursuit of IT careers by young women. This title was made Open Access by libraries from around the world through Knowledge Unlatched

Note: English

Language: English

URL: kostenfrei

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Format: 1 online resource.

ISBN: 9789087901509

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: Over the years a number of \'must read\' articles and book chapters have appeared-work that has formed the foundational stepping stones of mathematics education research for the 21st century. Twelve such seminal articles have been reproduced in this book. Each is accompanied by two independent appraisals of the longer term impact of the work within and beyond the mathematics education research community. Collectively these writings cover a wide range of topics and provide a broad overview of the outstanding contributions of Australasian mathematics education research prior to 2000.

Note: Preliminary Material / , Introduction / , Reshaping school mathematics in Australia 1788-1988 / , Ten key principles from research for the professional development of mathematics teachers / , Quality mathematics teaching: Describing some key components / , Students' understanding of algebraic notation: 11-15 / , Interpreting student understanding in geometry: A synthesis of two models / , The development of chance measurement / , Children's strategies for solving two- and three-dimensional combinatorial problems / , Beyond standard models-Meeting the challenge of modelling / , Measuring problem-solving ability / , Mathematics achievement and fear of success / , Mathematics teaching and values education-An intersection in need of research / , Making sense of ethnomathematics: Ethnomathematics is making sense / , Handbook of Research on the Psychology of Mathematics Education /

Additional Edition: Print version: Stepping Stones for the 21st Century: Australasian Mathematics Education Research Leiden ; Boston : Brill | Sense, [2007], ISBN 9789087901493

Language: English

URL: DOI:

URL: DOI

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Format: XVIII, 597 S. : , graph. Darst. ; , 235 mm x 155 mm.

ISBN: 978-3-642-27701-6 , 3-642-27701-2

Series Statement: Advances in mathematics education

Additional Edition: Erscheint auch als Online-Ausgabe Towards Equity in Mathematics Education

Language: English

Subjects: Education , Mathematics

Keywords: Mathematikunterricht ; Chancengleichheit ; Aufsatzsammlung

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URL: Inhaltsverzeichnis