LEADER 11250nam 22007695 450 001 9910484615903321 005 20230922072224.0 010 $a3-319-04993-3 024 7 $a10.1007/978-3-319-04993-9 035 $a(CKB)3710000000168224 035 $a(EBL)1782200 035 $a(SSID)ssj0001298838 035 $a(PQKBManifestationID)11858352 035 $a(PQKBTitleCode)TC0001298838 035 $a(PQKBWorkID)11260496 035 $a(PQKB)10821986 035 $a(MiAaPQ)EBC1782200 035 $a(DE-He213)978-3-319-04993-9 035 $a(PPN)179927752 035 $a(EXLCZ)993710000000168224 100 $a20140704d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTransforming Mathematics Instruction $eMultiple Approaches and Practices /$fedited by Yeping Li, Edward A. Silver, Shiqi Li 205 $a1st ed. 2014. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2014. 215 $a1 online resource (581 p.) 225 1 $aAdvances in Mathematics Education,$x1869-4918 300 $aDescription based upon print version of record. 311 $a1-322-13429-4 311 $a3-319-04992-5 320 $aIncludes bibliographical references at the end of each chapters and indexes. 327 $gChapter 1.$tTransforming mathematics instruction: What do we know and what can we learn from existing approaches and practices? /$rYeping LI, Texas A&M University, USA;  Edward A. SILVER, University of Michigan, USA; Shiqi LI, East China Normal University, China --$gPart I:$tTransforming Mathematics Instruction with a Focus on Changes in Instructional Practice --$tPreface: David CLARKE --$gChapter 2.$tModelling in mathematics classroom instruction ? an innovative approach for transforming mathematics education /$rKatrin VORHÖLTER, University of Hamburg, Germany; Gabriele KAISER, University of Hamburg, Germany;Rita Borromeo FERRI, Kassel University, Germany --$gChapter 3.$tGuided reinvention: What is it and how do teachers learn this teaching approach? /$rMichelle STEPHAN, University of North Carolina Charlotte, USA; Diana UNDERWOOD-GREGG, Purdue University Calumet, USA; Erna YACKEL, Purdue University Calumet, USA --$gChapter 4.$tChallenging mathematics with multiple solution tasks and mathematical investigations in geometry /$rRoza LEIKIN, University of Haifa, Israel --$gChapter 5.$tTransforming professional practice in numeracy teaching /$rMerrilyn GOOS, The University of Queensland, Australia; Vince GEIGER, Australian Catholic University, Australia; Shelley DOLE, The University of Queensland, Australia --$gChapter 6.$tExploratory work in the mathematics classroom /$rJoão Pedro da PONTE, Instituto de Educação da Universidade de Lisboa, Portugal; Neusa BRANCO, Instituto de Educação da Universidade de Lisboa, Portugal; Marisa QUARESMA, Instituto de Educação da Universidade de Lisboa, Portugal --$gChapter 7.$tThe affordances of using visibly random groups in a mathematics classroom /$rPeter LILJEDAHL, Simon Fraser University, Canada --$gPart II:$tTransforming Mathematics Instruction with School Curriculum Changes --$tPreface: Edward A. SILVER --$gChapter 8.$tTransforming mathematics education: The role of textbooks and teachers /$rKoeno GRAVEMEIJER, Eindhoven University of Technology, the Netherlands --$gChapter 9.$tOpportunities to develop algebraic thinking in elementary grades throughout the school year in the context of mathematics curriculum changes /$rHélia OLIVEIRA, University of Lisbon, Portugal; Célia MESTRE, University of Lisbon, Portugal --$gChapter 10.$tTransformation of Japanese elementary mathematics textbooks: 1958-2012: /$rTad WATANABE, Kennesaw State University, USA --$gChapter 11.$tChanges in instructional tasks and their influence on classroom discourse in reformed mathematics classrooms of Chinese primary schools /$rYu-Jing NI, The Chinese University of Hong Kong, Hong Kong SAR; Xiaoqing LI, Shen Zhen University, China; Dehui ZHOU, Hong Kong Shue Yan University, Hong Kong SAR; Qiong LI, Beijing Normal University, China --$gChapter 12.$tImproving classroom instruction in mathematics through exemplary lesson development /$rA Chinese approach: Rongjin HUANG, Middle Tennessee State University, USA; Yeping LI, Texas A&M University, USA --$gPart III:$tTransforming Mathematics Instruction with Different Approaches in Teacher Education --$tPreface: Peter SULLIVAN --$gChapter 13.$tFacilitating video-based professional development: Planning and orchestrating productive discussions /$rHilda BORKO, Stanford University, USA, Jennifer JACOBS, University of Colorado, Boulder, USA, Nanette SEAGO, WestEd, USU, Charmaine MANGRAM, Stanford University, USA --$gChapter 14.$tProfessional development for secondary school mathematics teachers using student work: Some challenges and promising possibilities /$rEdward A. SILVER, University of Michigan, USA, Heejoo SUH, Michigan State University, USA --$gChapter 15.$tCases as a vehicle for developing knowledge needed for teaching /$rMargaret S. SMITH, University of Pittsburgh, USA. Justin BOYLE, University of New Mexico, USA, Fran ARBAUGH, Pennsylvania State University, USA, Gabriel STYLIANIDES, University of Oxford, UK --$gChapter 16.$tThe process of instructional change: Insights from the problem-solving cycle /$rJennifer JACOBS, University of Colorado, Boulder, USA, Karen KOELLNER, City University of New York, USA, Tyrone JOHN, City University of New York, USA, Carolyn KING, City University of New York, USA --$gChapter 17.$tHow classroom instruction was improved in a Teaching Research Group: A case study from Shanghai /$rYudong YANG, Shanghai Academy of Educational Sciences, China --$gChapter 18.$tPursuing mathematics classroom instruction excellence through teaching contests /$rYeping LI, Texas A&M University, USA, Jun LI, East China Normal University, China --$gPart IV:$tAdvances in Theory and Methods for Assessing and Studying Mathematics Classroom Instruction --$tPreface to Part IV: Norma PRESMEG --$gChapter 19.$tDNR-based instruction in mathematics: Determinants of a DNR expert?s teaching /$rGuershon HAREL, University of California, San Diego, USA, Evan FULLER, Montclair State University, USA, Osvaldo SOTO, Patrick Henry High School, USA --$gChapter 20.$tUnifying complexity in mathematics teaching-learning development /$rA theory-practice dialectic: Barbara JAWORSKI, Loughborough University, UK --$gChapter 21.$tThe interplay of factors involved in shaping students? opportunities to learn mathematics /$rRuhama EVEN, Weizmann Institute of Science, Israel --$gChapter 22.$tMethodological considerations in the analysis of classroom interaction in community college trigonometry /$rVilma MESA, University of Michigan, USA, Elaine LANDE, University of Michigan, USA --$gChapter 23.$tAssessing instructional quality in mathematics classrooms through collections of students? work /$rMelissa D. BOSTON, Duquesne University, USA --$gChapter 24.$tExample-generation and example-based reasoning as indicators and catalysts of mathematical and pedagogical understandings /$rOrit ZASLAVSKY, New York University, USA, Iris ZODIK, Technion ? Israel Institute of Technology, Israel --$gPart V:$tCommentary --$gChapter 25.$tTransforming Research to Transform Mathematics Instruction /$rDeborah Loewenberg BALL, University of Michigan, USA, Mark HOOVER, University of Michigan, USA.$tAuthor Biographies --$tAuthor Index --$tSubject Index. 330 $aThis book surveys and examines different approaches and practices that contribute to the changes in mathematics instruction, including (1) innovative approaches that bring direct changes in classroom instructional practices, (2) curriculum reforms that introduce changes in content and requirements in classroom instruction, and (3) approaches in mathematics teacher education that aim to improve teachers? expertise and practices. It also surveys relevant theory and methodology development in studying and assessing mathematics instruction. Classroom instruction is commonly seen as one of the key factors contributing to students? learning of mathematics, but much remains to be understood about teachers? instructional practices that lead to the development and enactment of effective classroom instruction, and approaches and practices developed and used to transform classroom instruction in different education systems. Transforming Mathematics Instruction is organized to help readers learn not only from reading individual chapters, but also from reading across chapters and sections to explore broader themes, including: - Identifying what is important in mathematics for teaching and learning emphasized in different approaches; - Exploring how students? learning is considered and facilitated through different approaches and practices; - Understanding the nature of various approaches that are valued in different systems and cultural contexts; - Probing culturally valued approaches in identifying and evaluating effective instructional practices. The book brings new research and insights into multiple approaches and practices for transforming mathematics instruction to the international community of mathematics education, with 25 chapters and four section prefaces contributed by 56 scholars from 10 different education systems. This rich collection is indispensable reading for mathematics educators, researchers, teacher educators, curriculum developers, and graduate students interested in learning about different instructional practices, approaches for instructional transformation, and research in different education systems. 410 0$aAdvances in Mathematics Education,$x1869-4918 606 $aMathematics$xStudy and teaching 606 $aTeaching 606 $aLearning 606 $aInternational education  606 $aComparative education 606 $aMathematics Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O25000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aInternational and Comparative Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O13000 615 0$aMathematics$xStudy and teaching. 615 0$aTeaching. 615 0$aLearning. 615 0$aInternational education . 615 0$aComparative education. 615 14$aMathematics Education. 615 24$aTeaching and Teacher Education. 615 24$aLearning & Instruction. 615 24$aInternational and Comparative Education. 676 $a510.71 702 $aLi$b Yeping$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aSilver$b Edward A.$f1948-$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aLi$b Shiqi$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910484615903321 996 $aTransforming Mathematics Instruction$92844746 997 $aUNINA