Kooperativer Bibliotheksverbund

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Format: 1 Online-Ressource (XXXVII, 435 p. 92 illus., 23 illus. in color)

Edition: 1st ed. 2022

ISBN: 9783030857240

Series Statement: History of Mathematics Education

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-85723-3

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-85725-7

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-85726-4

Language: English

DOI: 10.1007/978-3-030-85724-0

URL: Volltext  (URL des Erstveröffentlichers)

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Format: 1 Online-Ressource (XXIV, 325 p. 36 illus., 32 illus. in color)

ISBN: 9783319466576

Series Statement: History of Mathematics Education

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-46656-9

Language: English

Subjects: Mathematics

DOI: 10.1007/978-3-319-46657-6

URL: Volltext  (URL des Erstveröffentlichers)

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Format: xxiv, 325 Seiten , Illustrationen (farbig)

ISBN: 9783319466569

Series Statement: History of mathematics education

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-3-319-46657-6

Language: English

Subjects: Mathematics

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Format: 1 Online-Ressource (xxiv, 327 Seiten) , Illustrationen

ISBN: 9783319592046

Series Statement: History of mathematics education

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-59203-9

Language: English

Keywords: Schulmathematik ; Algebra ; Geschichte

DOI: 10.1007/978-3-319-59204-6

URL: Volltext  (URL des Erstveröffentlichers)

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Format: XX, 204 Seiten , Illustrationen , 26 cm

ISBN: 9783319025049

Series Statement: Education

Note: Literaturangaben

Additional Edition: ISBN 9783319025056

Additional Edition: Erscheint auch als Online-Ausgabe Thomas Jefferson and his Decimals 1775–1810: Neglected Years in the History of U.S. School Mathematics

Additional Edition: Online-Ausg. Clements, M. A. (Ken), 1942 - Thomas Jefferson and his Decimals 1775–1810: Neglected Years in the History of U.S. School Mathematics Cham : Springer, 2015 ISBN 9783319025056

Language: English

Keywords: Nordamerika ; Großbritannien ; Mathematikunterricht ; Lehrplan ; Geschichte 1775-1810

DOI: 10.1007/978-3-319-02505-6

URL: Inhaltsverzeichnis

URL: Cover

URL: Inhaltstext

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Format: XVII, 223 S. , Ill.

ISBN: 9789400726383

Language: English

Keywords: Nordamerika ; Mathematikunterricht ; Geschichte 1607-1861

URL: Inhaltstext

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Format: Online-Ressource (XVI, 1120 S.) , Ill.

Edition: 2011 Springer eBook Collection. Mathematics and Statistics Electronic reproduction; Available via World Wide Web

ISBN: 9781461446842

Series Statement: Springer International Handbooks of Education 27

Content: This entirely new Third International Handbook of Mathematics Education comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field. Comprised of four sections: Social, Political and Cultural Dimensions in Mathematics Education; Mathematics Education as a Field of Study; Technology in the Mathematics Curriculum; and International Perspectives on Mathematics Education, this Third Handbook offers essential reading for all persons interested in the future of mathematics education. The authors present challenging international perspectives on the history of mathematics education, current issues, and future directions. What makes this Handbook unique is its structure. Each section covers past, present and future aspects of mathematics education. The first chapter in each section identifies and analyzes historical antecedents The “middle” chapters draw attention to present-day key issues and themesThe final chapter in each section reflect on policy matters and future directions We are in an unprecedented era of globalization in education, and this Handbook provides an impressive example of the kind of collaboration needed if we are to make progress on key issues facing mathematics education.

Note: Description based upon print version of record , Third International Handbookof Mathematics Education; Past, Present and Future Dimensionsof Mathematics Education: Introductionto the Third International Handbookof Mathematics Education; Major International Developmentsin Mathematics Education Since 2003; The "Social Turn" Versus Control Groups,Random Assignment, and Randomized Trials; Technology; Globalization and Internationalizationof Mathematics Education; Who Should Read This Handbook?; Whither Mathematics Education?; References; Contents , Part I: Introduction to Section A: Social, Political and Cultural Dimensions in Mathematics EducationChapter 1: From the Few to the Many: Historical Perspectives on Who Should Learn Mathematics; Towards Mathematics for All; Schooling for All; Progress Towards Schooling for All; Arithmetic for All; The Abbaco Tradition in Arithmetic; Pestalozzi's Challenge to the Abbaco Tradition; Colonialist Assumptions; Problems that Arose in Relation to Efforts to Achieve "Arithmetic for All"; Basic Mathematics for All; Mathematics Beyond Arithmetic: For a Minority, or for the Majority? , Zoltan Dienes and Abstract Mathematics for AllSecondary School Mathematics for All; The Curriculum Revolution at the Beginning of the 20th Century; The View that All Students Should Take the Same Rigorous School Mathematics Course; Applicable Mathematics and Modelling for All; John Perry , Perryism, and David Eugene Smith; Christopher Ormell and the Mathematics Applicable Project; Realistic Mathematics Education; Numeracy for All; Concluding Comments; References; Chapter 2: Theories for Studying Social, Political and Cultural Dimensions of Mathematics Education; Introduction , Trends and Advances in TheorizingTrends; Adoption and Assimilation of Established Theories; Examples of Providing New Terrain; Opening Up New Perspectives; Discourse Analysis; Sociology; Postmodern Approaches; Theories from Within Mathematics Education; Conclusion; References; Chapter 3: Understanding and Overcoming "Disadvantage" in Learning Mathematics; Difference, Not Disadvantage; Views on Equity; Perspectives on Learning: From Individual to Socio-political Approaches; Examinations of Multiple Resources for Mathematics Learning , Interplays Between the Sensory, the Material and the SemioticLanguage and the Mediation of Mathematics Learning; Multilinguals and Cognitive Resources; Power and Disadvantaging Linguistic Resources; Equity and Disability: Research into Speci fi c Dif fi culties in Mathematics Learning; Research into Practice: Considerations of Equity in Teacher Education; Teacher Education and Cultural Sensitivity; Investigating Difference Collaboratively; Re fl ection; References; Chapter 4: Beyond De fi cit Models of Learning Mathematics: Socio-cultural Directions for Change and Research , Socio-cultural Reactions to De fi cit Assumptions in Mathematics Education , Past, present and future dimensions of mathematics education: Introduction to the Third International Handbook of Mathematics Education: M. A. (Ken) Clements -- VOLUME ONE -- SECTION A: SOCIAL, POLITICAL AND CULTURAL DIMENSIONS IN MATHEMATICS EDUCATION -- Introduction to Section A: Social, Political and Cultural Dimensions in Mathematics Education: Christine Keitel -- 1. From the few to the many: Historical perspectives on who should learn mathematics: M. A. (Ken) Clements, C. Keitel, Alan J. Bishop, Jeremy Kilpatrick and Frederick Leung -- 2  Theories for studying social, political and cultural dimensions of mathematics education: Eva Jablonka, David Wagner and Margaret Walshaw -- 3. Understanding and overcoming “disadvantage” in learning mathematics    : Lulu Healey and Arthur B. Powell -- 4. Beyond deficit models of learning mathematics: Sociocultural directions for change and research: Cristina Frade, Nadja Acioly-Régnier and Li Jun -- 5. Studying learners in intercultural contexts: Yoshinori Shimizu and Gaye Williams -- 6. Learners in transition between contexts: Tamsin Meaney and Troels Lange.-7. Critical perspectives on adults’ mathematics education:          Jeff Evans, Tine Wedege and Keiko Yasukawa -- 8. The politics of equity and access in teaching and learning mathematics: Neil A. Pateman and Chap Sam Lim -- SECTION B:  MATHEMATICS EDUCATION AS A FIELD OF STUDY -- Introduction to Section B: Mathematics Education as a Field of Study: Alan J. Bishop -- 9. From mathematics and education to mathematics education: Fulvia Furinghetti, José Manuel Matos and Marta Menghini -- 10. Theories for  education: mathematics: Some developments and ways forward: Bharath Sriraman and Elena Nardi -- 11. Research methods in mathematics teacher education: Uwe Gellert, Rosa Becerra Hernández and Olive Chapman -- 12. Linking research to practice: Teachers as key stakeholders in mathematics education research: Carolyn Kieran, Konrad Krainer and J. Michael Shaughnessy -- 13. Teachers learning from teachers: Allan Leslie White, Barbara Jaworski, Cecilia Agudelo-Valderrama and Zahra Gooya -- 14. Developing mathematics educators: Jarmila Novotná, Claire Margolinas and Bernard Sarrazy -- 15. Institutional contexts for research in  mathematics education: Tony Brown and David Clarke -- 16. Policy implications of developing mathematics education research: Celia Hoyles and Joan Ferrini-Mundy -- VOLUME TWO -- SECTION C:  TECHNOLOGY IN THE MATHEMATICS CURRICULUM -- Introduction to Section C: Technology in the mathematics curriculum: Frederick Leung -- 17. From the slate to the Web: Technology in the mathematics curriculum: David Lindsay Roberts, Allen Yuk Lun Leung and Abigail Lins -- 18. Modelling with mathematics and technologies: Julian Williams and Merrilyn Goos -- 19. Technology and the role of proof: The case of dynamic geometry: Nathalie Sinclair and Ornella Robutti -- 20. How might Computer Algebra Systems change the role of algebra in the school curriculum?: M. Kathleen Heid, Mike Thomas and Rose Mary Zbiek -- 21. Technologies for enhancing statistical reasoning at the school level:       Rolf Biehler, Dani Ben-Zvi, Arthur Bakker and Katie Makar -- 22. Learning with the Use of the Internet: Marcelo C. Borba, Philip Clarkson and George Gadanidis -- 23. Technology and assessment in mathematics: Kaye Stacey and Dylan Wiliam -- 24.                Technology-driven developments and policy implications for mathematics education: Luc Trouche, Paul Drijvers, Ghislaine Gueudet and Ana Isabel Sacristán -- SECTION D:  INTERNATIONAL PERSPECTIVES ON MATHEMATICS EDUCATION -- Introduction to Section D: International Perspectives on Mathematics Education: Jeremy Kilpatrick. , Electronic reproduction; Available via World Wide Web

Additional Edition: ISBN 9781461446835

Additional Edition: Print version Third International Handbook of Mathematics Education

Language: English

Subjects: Mathematics

Keywords: Mathematikunterricht

DOI: 10.1007/978-1-4614-4684-2

URL: Volltext  (lizenzpflichtig)

URL: Inhaltstext

URL: Volltext  (lizenzpflichtig)

URL: Cover

URL: Inhaltstext

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Format: Online-Ressource (XVIII, 367 p. 152 illus., 122 illus. in color, online resource)

ISBN: 9783319025025

Series Statement: SpringerLink

Content: This well-illustrated book provides strong qualitative and comparative support for the main arguments developed by Nerida Ellerton and Ken Clements in their groundbreaking Rewriting this History of School Mathematics in North America 1607-1861: The Central Role of Cyphering Books. Eleven extraordinary handwritten school mathematics manuscripts are carefully analyzed-six were prepared entirely in Great Britain, four entirely in North America, and one partly in Great Britain and partly in North America. The earliest of the 11 cyphering books was prepared around 1630, and the latest in 1835. Seven of the manuscripts were arithmetic cyphering books; three were navigation cyphering books, and one was a mensuration/surveying manuscript. One of the cyphering books examined in this book was prepared, over the period 1819-1826, by a young Abraham Lincoln, when he was attending small one-teacher schools in remote Spencer County, Indiana. Chapter 6 in this book provides the first detailed analysis of young Abraham’s cyphering book-which is easily the oldest surviving Lincoln manuscript. Another cyphering book, this one prepared by William Beattie in 1835, could have been prepared as a special gift for the King of England. The analyses make clear the extent of the control which the cyphering tradition had over school mathematics in North America and Great Britain between 1630 and 1840. In their final chapter Ellerton and Clements identify six lessons from their research into the cyphering tradition which relate to present-day circumstances surrounding school mathematics. These lessons are concerned with sharp differences between intended, implemented and attained curricula, the remarkable value that many students placed upon their cyphering books, the ethnomathematical circumstances which surrounded the preparations of the extraordinary cyphering books, and qualitative differences between British and North American school mathematics

Note: Description based upon print version of record , 1.Cyphering Books and the Cyphering Tradition in North America and Great Britain, 1630-182.Primitive Beginnings, Circa 1667 -- 3.“Thomas Prust His Booke Amen 1702” -- 4.Daughters of the Revolution: Martha and Elisabeth Ryan’s Cyphering Book, Circa 1780 -- 5.With a Tinge of Green: Mary Watkins, 1820 -- 6.He would be Good: Abraham Lincoln’s Early Mathematics, 1819-1826 (This chapter was authored by Nerida Ellerton, Valeria Aguirre Holguin, and M. A. (Ken Clements) -- 7.Sacrobosco’s Heritage: Thomas Dixson’s Cyphering Book, 1630-1632 -- 8.Writing as if Arithmeticke: George Bickham’s Cyphering Book, Circa 1740 -- 9.Bound for Botany Bay? Circa 1791 -- 10.From the Royal Mathematical School: Charles Page, 1825 -- 11.Fit for a King? William Beattie, Circa 1810 and 1835-1836 -- 12.Lessons from Extraordinary Cyphering Books -- References -- Index.

Additional Edition: ISBN 9783319025018

Additional Edition: Druckausg. Ellerton, Nerida F. Abraham Lincoln's cyphering book and ten other extraordinary cyphering books Cham : Springer, 2014 ISBN 3319025015

Additional Edition: ISBN 9783319025018

Language: English

DOI: 10.1007/978-3-319-02502-5

URL: Volltext

URL: Volltext  (lizenzpflichtig)

URL: Cover

URL: Inhaltstext