Kooperativer Bibliotheksverbund

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Format: 1 Online-Ressource (vi, 381 Seiten) : , Illustrationen.

ISBN: 978-3-031-31193-2

Series Statement: Mathematics education in the digital era volume 22

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-31192-5

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-31195-6

Language: English

Keywords: Mathematikunterricht ; Forschung ; Digitalisierung ; Aufsatzsammlung

DOI: 10.1007/978-3-031-31193-2

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

Author information: Buchholtz, Nils 1982-

UID:

Format: 1 Online-Ressource (vi, 381 Seiten) : , Illustrationen.

ISBN: 978-3-031-31193-2

Series Statement: Mathematics education in the digital era volume 22

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-31192-5

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-31195-6

Language: English

Keywords: Mathematikunterricht ; Forschung ; Digitalisierung ; Aufsatzsammlung

DOI: 10.1007/978-3-031-31193-2

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

Author information: Buchholtz, Nils 1982-

UID:

Format: 1 Online-Ressource (vi, 381 Seiten) : , Illustrationen.

ISBN: 978-3-031-31193-2

Series Statement: Mathematics education in the digital era volume 22

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-31192-5

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-31195-6

Language: English

Keywords: Mathematikunterricht ; Forschung ; Digitalisierung ; Aufsatzsammlung

DOI: 10.1007/978-3-031-31193-2

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

Author information: Buchholtz, Nils 1982-

UID:

Format: 1 Online-Ressource (vi, 381 Seiten) , Illustrationen

ISBN: 9783031311932

Series Statement: Mathematics education in the digital era volume 22

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-31192-5

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-31195-6

Language: English

Keywords: Mathematikunterricht ; Forschung ; Digitalisierung ; Aufsatzsammlung

DOI: 10.1007/978-3-031-31193-2

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

Author information: Buchholtz, Nils 1982-

UID:

Format: 1 online resource (380 pages)

Edition: 1st ed. 2023.

ISBN: 3-031-31193-0

Series Statement: Mathematics Education in the Digital Era, 22

Content: This open access book investigates current issues related to the evolution of research on teaching mathematics and examines up to thirty years of presage-process-product research (PPPR) in mathematics with respect to conceptualization, instrumentation, and design. The book discusses the theoretical and methodological challenges associated with PPPR, critically reviews current research, and explores the likely direction of further developments to identify future paths for research on high-quality mathematics teaching in the digital era. Subjects that are covered in this work focus on the relationships between 1) student learning outcomes measured upon completion of the mathematics teaching; 2) student learning activities in the classroom; 3) interactive mathematics teacher activities, and best practices in mathematics classrooms conducted in the presence of students; 4) pre-post-active mathematics teacher activities such as planning, assessment, and other teaching-related activities outside of the classroom; 5) mathematics teachers’ competencies, knowledge, and skills; and 6) mathematics teachers’ characteristics, including beliefs, attitudes, and motivation. This book discusses the evolution of such research in mathematics teaching and teacher education in the digital era and is of interest to researchers exploring the field of mathematics teaching and mathematics teacher education as well as educators.

Note: 1. Cultural context to the evolution of research on teaching mathematics -- 2. Pre-existing mathematics teacher characteristics -- 3. Mathematics teacher competencies, knowledge, and skills -- 4. Research on pre-active mathematics teacher activities -- 5. Research on interactive mathematics teacher activities -- 6. Mathematics teacher training and experiences -- 7. Student mathematics learning activities -- 8. Student mathematics learning outcomes -- 9. External context -- 10. Individual student internal contexts and considerations for mathematics teaching and learning -- 11. Individual student characteristics, abilities, and personal qualities.

Additional Edition: ISBN 3-031-31192-2

Language: English

Keywords: Llibres electrònics

DOI: 10.1007/978-3-031-31193-2

UID:

Format: 1 online resource (380 pages)

Edition: 1st ed.

ISBN: 9783031311932

Series Statement: Mathematics Education in the Digital Era Series ; v.22

Note: Intro -- Contents -- The Evolution of Research on Teaching Mathematics: International Perspectives in the Digital Era: Introduction -- 1 Introduction -- 2 The Purpose of the Book -- 3 Book Structure -- 4 Part 1: Online Variables -- 4.1 Pre-Existing Mathematics Teacher Characteristics -- 4.2 Mathematics Teachers' Competencies, Knowledge and Skills -- 4.3 Pre- and Post-Active Mathematics Teacher Activities -- 4.4 Interactive Mathematics Teacher Activities -- 4.5 Student Mathematics Learning Activities -- 4.6 Student Mathematics Learning Outcomes -- 5 Part 2: Offline Variables -- 5.1 Individual Student Characteristics, Abilities and Personal Qualities -- 5.2 Internal Context Variables -- 5.3 External Context Variables -- 5.4 Mathematics Teacher Training and Experiences -- 5.5 Research Methods, Techniques, and Tools for Research on Teaching in the Digital Era -- 6 Conclusion -- References -- Mathematics Teachers' Influence on Students' Learning: Online Variables -- Pre-existing Mathematics Teacher Characteristics -- 1 Introduction -- 2 Scope of Literature Review to Determine Studies of PMTC -- 3 Landscape of PMTC Researched in 2000-2020 -- 3.1 Pre-existing Mathematical Knowledge and Skills -- 3.2 Pre-existing Mathematics-Related Pedagogical Knowledge and Ability -- 3.3 Pre-existing Mathematics-Related Beliefs -- 3.4 Summary of Landscape of PMTC -- 4 Evolution of Research on PMTC -- 4.1 Scope of Research on PMTC -- 4.2 Methodological Factors -- 4.3 Summary of Evolution of PMTC Research -- 5 Future Evolution of Research on PMTC -- References -- The Evolution of Research on Mathematics Teachers' Competencies, Knowledge and Skills -- 1 Introduction -- 2 Evolution of Research on Teacher Competencies, Knowledge and Skills -- 3 Components of Teachers' Professional Competencies -- 3.1 Content Knowledge -- 3.2 Pedagogical Content Knowledge. , 3.3 General Pedagogical Knowledge -- 3.4 Beliefs -- 3.5 Motivation and Self-regulation Skills -- 4 Different Conceptualizations of Teacher Knowledge -- 4.1 Mathematical Knowledge for Teaching (MKT) -- 4.2 The Knowledge Quartet -- 4.3 Modelling Teachers' Knowledge in Relation to Teaching Practice -- 4.4 Teachers' Knowledge About the Integration of Technology in the Classroom -- 4.5 COACTIV -- 4.6 TEDS-M -- 5 Recent Extensions in the Concept of Mathematics Teacher Competence -- 5.1 Situational Aspects of Mathematics Teachers' Professional Competencies -- 5.2 Further Developments of the Studies of the TEDS-M Research Program -- 5.3 Relationships of Teacher Competencies to Instructional Quality and Student Achievement -- 6 Concluding Remarks -- References -- The Research on Mathematics Teaching and Planning: Theoretical Perspectives and Implications of Teachers' Pre-post Classroom Activities -- 1 Introduction -- 1.1 Statement of the Problem -- 2 The Connection of Type D to Knowledge, Competencies, Skills, and Beliefs -- 3 Goals of Pre- and Post-active Teacher Activities -- 4 Theoretical Perspectives for Teaching Mathematics that Are Present in Type D -- 4.1 Situated Learning Theory as Perspective -- 4.2 Behaviorism as Perspective -- 4.3 Cognitive Learning Theory as Perspective -- 4.4 Social Constructivism as Perspective -- 4.5 Structuralism as Perspective -- 4.6 Problem Solving as Perspective -- 4.7 Culturally Relevant Pedagogy as Perspective -- 4.8 Project and Problem-Based Learning as Perspective -- 5 Pros and Cons for Each Perspective -- 6 The Epistemological Perspectives in Different Cultural Contexts -- 7 Implications for Lesson Planning -- 7.1 Layout of the Learning Space -- 7.2 Instrumentation Related to Lesson Planning -- 7.3 Student Assessment -- 8 Conclusion and Future Directions of Research -- References. , Interactive Mathematics Teacher Activities -- 1 Introduction -- 2 Our Approach -- 3 Normative Mathematics Teaching Practices -- 3.1 Resources for Teaching Mathematics -- 3.2 Instructional Practices -- 3.3 Teacher's Use of Technology -- 4 Atypical Mathematics Teaching Practices -- 4.1 Pedagogical Approaches -- 4.2 Aspects of Teacher's Practices -- 4.3 The Organization of Teaching and Learning -- 4.4 Classroom Environments -- 5 Implications and Conclusions -- References -- Student Mathematics Learning Activities -- 1 Introduction -- 2 Student Mathematics Learning Activities: An Overview -- 2.1 Mathematical Processes -- 2.2 Mathematical Competencies -- 2.3 Mathematical Proficiency -- 2.4 Standards for Mathematical Practice -- 2.5 Cognitive Technological Tools and Student Mathematics Learning Activities -- 3 Theoretical Perspectives -- 3.1 Developing Schemes: Progressive Coordination of Actions -- 3.2 Learning Through Activity: Progressive Coordination of Mathematical Concepts -- 3.3 The AHA! Experience: Proxies of Student Engagement -- 4 Making Sense and Perseverance Involved in Learning Mathematics Knowledge -- 4.1 Problem Solving -- 4.2 Productive Disposition -- 4.3 Productive Struggle -- 4.4 Productive Failure -- 5 Discussion of Findings and Future Implications -- Brief, Capsule Definitions of Terms and Documents for Chapter 6 -- References -- Student Mathematics Learning Outcomes -- 1 Introduction -- 2 Being Competent in Math: A Desirable Learning Outcome -- 3 Assessment of Student Outcomes -- 4 Optimal Self-beliefs and Motivation for Math: A New-Old Learning Outcome -- 5 Concluding Remarks -- References -- Units of Analysis of Research on Teaching Mathematics that are not Under Teachers' Control: Offline Variables. , Individual Student Characteristics, Abilities and Personal Qualities and the Teacher's Role in Improving Mathematics Learning Outcomes -- 1 Introduction -- 2 Literature Review -- 2.1 Current Understandings of Mathematics Learning Difficulties, Disabilities and Dyscalculia -- 2.2 Current Understandings of Learned Difficulties -- 2.3 Interventions -- 3 Impact of Students' Attributes on Their Learning Outcomes -- 3.1 Universal Design for Learning -- 3.2 Digital Solutions -- 3.3 Adding Adjustments to Year Level Curriculum -- 4 Learning Year Level Curriculum -- 4.1 Learning Year Level Mathematics Curriculum in Primary Schools -- 4.2 Learning Year Level Secondary Mathematics -- 4.3 Learner Characteristics, the Mathematics They Engage in and the Learning Outcomes They Achieve -- 4.4 Implications from These Studies -- 5 Implications -- References -- Individual Student Internal Contexts and Considerations for Mathematics Teaching and Learning -- 1 Introduction -- 2 Context -- 3 Students' Internal Contexts -- 4 Connections Among Individual Student Internal Contexts and Broader Social Scales -- 5 Implications for Teachers -- 6 Concluding Comments -- References -- External Context-Related Research: Digital Resources as Transformers of the Mathematics Teachers' Context -- 1 Introduction -- 2 Theoretical Frames guiding our Review -- 2.1 Digital (Curriculum) Resources and Educational Technology -- 2.2 Teachers' Professional Activity -- 3 Evolution of Research about External Context Variables linked with Digital Resources and about their Influence on Teacher Work and Teacher Knowledge -- 3.1 Educational Policies as Context for Teachers' Work with DCRs -- 3.2 Teachers' Integration of Digital Resources -- 3.3 Assessment, Digital Technologies and Digital Curriculum Resources -- 4 On the Quality of Digital Curriculum Resources. , 4.1 Quality of Dynamic Mathematics Materials -- 4.2 Quality of E-Textbooks -- 4.3 Quality of Dynamic Mathematical Tasks -- 4.4 Quality of Curriculum Programs -- 5 Recent Developments and Future Directions for Research -- 5.1 Introduction of Programming in the Mathematics Curricula Internationally and Consequences for Teachers -- 5.2 Teacher Collaborative Activities -- 5.3 Digital Resources in Mathematics Education, Equity, and COVID-19 -- 6 Conclusions -- References -- Competency Framework for the Qualification of Facilitators of Mathematics -- 1 Introduction -- 2 The Evolution of Framing Teachers' Professionalization -- 2.1 PD in General Education -- 2.2 PD in Mathematics Education -- 3 Facilitators' Competencies-A New Presage Variable -- 3.1 The Role of Facilitators -- 3.2 Facilitators in General Adult Education -- 3.3 Facilitators in Mathematics Education -- 3.4 Facilitators' Competencies Framework -- 4 Outlook -- References -- Continuing Evolution of Research on Teaching and Learning: Exploring Emerging Methods for Unpacking Research on Teachers, Teaching, and Learning -- 1 Introduction -- 2 Changing Methodologies -- 3 Qualitative and Mixed Methods Research Methodologies -- 4 Continuing to Develop Quantitatively: Emerging Psychometric Models -- 5 Emerging Research Approaches -- 6 Teaching Experiments -- 6.1 What is It? -- 6.2 Benefits and Limitations -- 6.3 Examples -- 7 Design-Based Research -- 7.1 What is It? -- 7.2 Benefits and Limitations -- 7.3 Examples -- 8 Cultural Historical Activity Theory -- 8.1 What is It? -- 8.2 Benefits and Limitations -- 8.3 Examples -- 9 Quantitative Ethnography -- 9.1 What is It? -- 9.2 Benefits and Limitations -- 9.3 Examples -- 10 Technology for Research -- 11 Eye Tracking -- 11.1 What is It? -- 11.2 Benefits and Limitations -- 11.3 Examples -- 12 Dynamic Geometry Software -- 12.1 What is It?. , 12.2 Benefits and Limitations.

Additional Edition: Print version: Manizade, Agida The Evolution of Research on Teaching Mathematics Cham : Springer International Publishing AG,c2023 ISBN 9783031311925

Language: English

Keywords: Electronic books.

URL: Click to View

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UID:

Format: 1 Online-Ressource (381 p.)

ISBN: 9783031311932 , 9783031311925

Series Statement: Mathematics Education in the Digital Era

Content: This open access book investigates current issues related to the evolution of research on teaching mathematics and examines up to thirty years of presage-process-product research (PPPR) in mathematics with respect to conceptualization, instrumentation, and design. The book discusses the theoretical and methodological challenges associated with PPPR, critically reviews current research, and explores the likely direction of further developments to identify future paths for research on high-quality mathematics teaching in the digital era. Subjects that are covered in this work focus on the relationships between 1) student learning outcomes measured upon completion of the mathematics teaching; 2) student learning activities in the classroom; 3) interactive mathematics teacher activities, and best practices in mathematics classrooms conducted in the presence of students; 4) pre-post-active mathematics teacher activities such as planning, assessment, and other teaching-related activities outside of the classroom; 5) mathematics teachers’ competencies, knowledge, and skills; and 6) mathematics teachers’ characteristics, including beliefs, attitudes, and motivation. This book discusses the evolution of such research in mathematics teaching and teacher education in the digital era and is of interest to researchers exploring the field of mathematics teaching and mathematics teacher education as well as educators

Note: English

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URL: kostenfrei

UID:

Format: VI, 381 p. 18 illus., 6 illus. in color. , online resource.

Edition: 1st ed. 2023.

ISBN: 9783031311932

Series Statement: Mathematics Education in the Digital Era, 22

Content: This open access book investigates current issues related to the evolution of research on teaching mathematics and examines up to thirty years of presage-process-product research (PPPR) in mathematics with respect to conceptualization, instrumentation, and design. The book discusses the theoretical and methodological challenges associated with PPPR, critically reviews current research, and explores the likely direction of further developments to identify future paths for research on high-quality mathematics teaching in the digital era. Subjects that are covered in this work focus on the relationships between 1) student learning outcomes measured upon completion of the mathematics teaching; 2) student learning activities in the classroom; 3) interactive mathematics teacher activities, and best practices in mathematics classrooms conducted in the presence of students; 4) pre-post-active mathematics teacher activities such as planning, assessment, and other teaching-related activities outside of the classroom; 5) mathematics teachers' competencies, knowledge, and skills; and 6) mathematics teachers' characteristics, including beliefs, attitudes, and motivation. This book discusses the evolution of such research in mathematics teaching and teacher education in the digital era and is of interest to researchers exploring the field of mathematics teaching and mathematics teacher education as well as educators.

Note: 1. Cultural context to the evolution of research on teaching mathematics -- 2. Pre-existing mathematics teacher characteristics -- 3. Mathematics teacher competencies, knowledge, and skills -- 4. Research on pre-active mathematics teacher activities -- 5. Research on interactive mathematics teacher activities -- 6. Mathematics teacher training and experiences -- 7. Student mathematics learning activities -- 8. Student mathematics learning outcomes -- 9. External context -- 10. Individual student internal contexts and considerations for mathematics teaching and learning -- 11. Individual student characteristics, abilities, and personal qualities.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031311925

Additional Edition: Printed edition: ISBN 9783031311949

Additional Edition: Printed edition: ISBN 9783031311956

Language: English

DOI: 10.1007/978-3-031-31193-2

URL: https://doi.org/10.1007/978-3-031-31193-2

UID:

Format: 1 online resource (380 pages)

Edition: 1st ed. 2023.

ISBN: 3-031-31193-0

Series Statement: Mathematics Education in the Digital Era, 22

Content: This open access book investigates current issues related to the evolution of research on teaching mathematics and examines up to thirty years of presage-process-product research (PPPR) in mathematics with respect to conceptualization, instrumentation, and design. The book discusses the theoretical and methodological challenges associated with PPPR, critically reviews current research, and explores the likely direction of further developments to identify future paths for research on high-quality mathematics teaching in the digital era. Subjects that are covered in this work focus on the relationships between 1) student learning outcomes measured upon completion of the mathematics teaching; 2) student learning activities in the classroom; 3) interactive mathematics teacher activities, and best practices in mathematics classrooms conducted in the presence of students; 4) pre-post-active mathematics teacher activities such as planning, assessment, and other teaching-related activities outside of the classroom; 5) mathematics teachers’ competencies, knowledge, and skills; and 6) mathematics teachers’ characteristics, including beliefs, attitudes, and motivation. This book discusses the evolution of such research in mathematics teaching and teacher education in the digital era and is of interest to researchers exploring the field of mathematics teaching and mathematics teacher education as well as educators.

Note: 1. Cultural context to the evolution of research on teaching mathematics -- 2. Pre-existing mathematics teacher characteristics -- 3. Mathematics teacher competencies, knowledge, and skills -- 4. Research on pre-active mathematics teacher activities -- 5. Research on interactive mathematics teacher activities -- 6. Mathematics teacher training and experiences -- 7. Student mathematics learning activities -- 8. Student mathematics learning outcomes -- 9. External context -- 10. Individual student internal contexts and considerations for mathematics teaching and learning -- 11. Individual student characteristics, abilities, and personal qualities.

Additional Edition: ISBN 3-031-31192-2

Language: English

Keywords: Llibres electrònics

DOI: 10.1007/978-3-031-31193-2

UID:

Format: 1 online resource (380 pages)

Edition: 1st ed. 2023.

ISBN: 3-031-31193-0

Series Statement: Mathematics Education in the Digital Era, 22

Content: This open access book investigates current issues related to the evolution of research on teaching mathematics and examines up to thirty years of presage-process-product research (PPPR) in mathematics with respect to conceptualization, instrumentation, and design. The book discusses the theoretical and methodological challenges associated with PPPR, critically reviews current research, and explores the likely direction of further developments to identify future paths for research on high-quality mathematics teaching in the digital era. Subjects that are covered in this work focus on the relationships between 1) student learning outcomes measured upon completion of the mathematics teaching; 2) student learning activities in the classroom; 3) interactive mathematics teacher activities, and best practices in mathematics classrooms conducted in the presence of students; 4) pre-post-active mathematics teacher activities such as planning, assessment, and other teaching-related activities outside of the classroom; 5) mathematics teachers’ competencies, knowledge, and skills; and 6) mathematics teachers’ characteristics, including beliefs, attitudes, and motivation. This book discusses the evolution of such research in mathematics teaching and teacher education in the digital era and is of interest to researchers exploring the field of mathematics teaching and mathematics teacher education as well as educators.

Note: 1. Cultural context to the evolution of research on teaching mathematics -- 2. Pre-existing mathematics teacher characteristics -- 3. Mathematics teacher competencies, knowledge, and skills -- 4. Research on pre-active mathematics teacher activities -- 5. Research on interactive mathematics teacher activities -- 6. Mathematics teacher training and experiences -- 7. Student mathematics learning activities -- 8. Student mathematics learning outcomes -- 9. External context -- 10. Individual student internal contexts and considerations for mathematics teaching and learning -- 11. Individual student characteristics, abilities, and personal qualities.

Additional Edition: ISBN 3-031-31192-2

Language: English

Keywords: Llibres electrònics

DOI: 10.1007/978-3-031-31193-2