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Math games : skill-based practice for sixth grade / / authors, Ted H. Hull, Ruth Harbin Miles, Don S. Balka
| Math games : skill-based practice for sixth grade / / authors, Ted H. Hull, Ruth Harbin Miles, Don S. Balka |
| Autore | Hull Ted H. |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , [2014] |
| Descrizione fisica | 1 online resource (138 pages) |
| Disciplina | 510.71 |
| Soggetto topico | Mathematics - Study and teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4258-9614-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910460665003321 |
Hull Ted H.
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| Huntington Beach, California : , : Shell Education, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Math games : skill-based practice for sixth grade / / authors, Ted H. Hull, Ruth Harbin Miles, Don S. Balka
| Math games : skill-based practice for sixth grade / / authors, Ted H. Hull, Ruth Harbin Miles, Don S. Balka |
| Autore | Hull Ted H. |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , [2014] |
| Descrizione fisica | 1 online resource (138 pages) |
| Disciplina | 510.71 |
| Soggetto topico | Mathematics - Study and teaching |
| ISBN | 1-4258-9614-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910798065803321 |
|
Hull Ted H.
|
||
| Huntington Beach, California : , : Shell Education, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Math games : skill-based practice for sixth grade / / authors, Ted H. Hull, Ruth Harbin Miles, Don S. Balka
| Math games : skill-based practice for sixth grade / / authors, Ted H. Hull, Ruth Harbin Miles, Don S. Balka |
| Autore | Hull Ted H. |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , [2014] |
| Descrizione fisica | 1 online resource (138 pages) |
| Disciplina | 510.71 |
| Soggetto topico | Mathematics - Study and teaching |
| ISBN | 1-4258-9614-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910815723403321 |
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Hull Ted H.
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| Huntington Beach, California : , : Shell Education, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical Challenges For All [[electronic resource] /] / edited by Roza Leikin
| Mathematical Challenges For All [[electronic resource] /] / edited by Roza Leikin |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (VII, 589 p. 215 illus., 112 illus. in color.) |
| Disciplina | 510.71 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics—Study and teaching
Teaching Study Skills Education—Curricula Mathematics Education Pedagogy Study and Learning Skills Curriculum Studies Ensenyament de la matemàtica Mètodes d'estudi |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-18868-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Unravelling the construct of mathematical challenge based on conceptual characteristics of mathematical tasks, instructional setting and socio-mathematical norms -- Part I. Mathematical challenges in curriculum and instructional design -- Chapter 2. Introduction to Section I Mathematical challenges in curriculum and instructional design -- Chapter 3. Development and stimulation of early core mathematical competencies in young children: results from the Leuven Wis and Co project -- Chapter 4. Mathematical modelling as a stimulus for curriculum and instructional reform in secondary school mathematics -- Chapter 5. Personalized mathematics and mathematics inquiry: A design framework for mathematics textbooks -- Chapter 6. MATH-KEY program: Opening mathematical minds by means of open tasks supported by dynamic applets -- Chapter 7. Making mathematics challenging through problem posing in the classroom -- Chapter 8. Challenging students to develop mathematical reasoning -- Chapter 9. Mathematical argumentation in small-group discussions of complex mathematical tasks in elementary teacher education settings -- Chapter 10. Commentary to Section I. Commentary on ‘Challenge' in terms of curriculum materials and task, the teacher’s role and the curriculum -- Part II. Kinds and variation of mathematically challenging tasks -- Chapter 11. Introduction to Section II Many faces of mathematical challenge -- Chapter 12. Probing Beneath the Surface of Resisting and Accepting Challenges in the Mathematics Classroom -- Chapter 13. Mathematical challenge in connecting advanced and secondary mathematics: Recognizing binary operations as functions -- Chapter 14. Challenging variations on a simple task -- Chapter 15. Visualization a pathway to mathematical challenging tasks -- Chapter 16. Challenges in designing and solving technology-based tasks -- Chapter 17. Creativity and Challenge: connections between task complexity and insight required for tasks solution -- Chapter 18. Challenging and assessing undergraduate students’ mathematical and pedagogical discourses through MathTASK activities -- Chapter 19. Commentary on Section II Making Mathematics Difficult? What Could Make a Mathematical Challenge Challenging? -- Part III. Collections of mathematical problems -- Chapter 20. Introduction to Section III In Search of Effectiveness and Meaningfulness -- Chapter 21. Problem Collections, and “The Unity of Mathematics” -- Chapter 22. Meeting the challenge of heterogeneity through the self-differentiation potential of mathematical modeling problems -- Chapter 23. Complexity of Geometry Problems as a Function of Field-dependency and Asymmetry of a Diagram -- Chapter 24. Problem Sets in School Textbooks: Examples from the United States -- Chapter 25. Exams in Russia as an Example of Problem Set Organization -- Chapter 26. Taiwanese Teachers’ Collection of Geometry Tasks for Classroom Teaching: A Cognitive Complexity Perspective -- Chapter 27. Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom -- Chapter 28. Designing stepped tasks through investigations in Dynamic Geometry Environments -- Chapter 29. Commentary on Section III On Problems, Problem Solving, and Thinking Mathematically. |
| Record Nr. | UNINA-9910682550503321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mathematical Competencies in the Digital Era [[electronic resource] /] / edited by Uffe Thomas Jankvist, Eirini Geraniou
| Mathematical Competencies in the Digital Era [[electronic resource] /] / edited by Uffe Thomas Jankvist, Eirini Geraniou |
| Autore | Jankvist Uffe Thomas |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (359 pages) |
| Disciplina | 510.71 |
| Collana | Mathematics Education in the Digital Era |
| Soggetto topico |
Mathematics - Study and teaching
Educational technology Technical education Study Skills Mathematics Education Digital Education and Educational Technology Technology and Design education Study and Learning Skills Ensenyament de la matemàtica Investigació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-10141-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Setting the Scene -- Chapter 1. Introduction(Uffe Thomas Jankvist, Eirini Geraniou & Rikke Maagaard Gregersen) -- Chapter 2. About the Mathematical Competencies Framework and Potential Networking(Mogens Niss & Uffe Thomas Jankvist) -- Chapter 3. The Mathematical Competencies Framework and Digital Technologies(Eirini Geraniou & Morten Misfeldt) -- Part II: Examples of networking around the eight competencies -- Chapter 4. Mathematical Thinking Competency(Mathilde Kjær Pedersen & Paul Drijvers) -- Chapter 5. Mathematical Problem Handling Competency(Tomas Højgaard & Thomas Kaas) -- Chapter 6. Mathematical Modelling Competency(Tinne Hoff Kjeldsen & Kasper Bjerring & Britta Jessen) -- Chapter 7. Mathematical Reasoning Competency(Rikke Maagaard Gregersen & Anna Baccaglini-Frank) -- Chapter 8. Mathematical Representation Competency(Ingi Heinesen Højsted & Maria Allesandra Mariotti) -- Chapter 9. Mathematical Symbols and Formalism Competency(Ola Helenius & Linda Ahl) -- Chapter 10. Mathematical Communication Competency(Cecilie Carlsen Bach & Angelika Bikner-Ahsbahs) -- Chapter 11. Mathematical Tools and Aids Competency(Morten Misfeldt, Eirini Geraniou & Uffe Thomas Jankvist) -- Part III: Examples of networking around the three types of overview and judgment -- Chapter 12. The actual application of mathematics(Raimundo José Elicer & Morten Blomhøj) -- Chapter 13. The historical development of mathematics(Marianne Thomsen & Kathy Clark) -- Chapter 14. The nature of mathematics as a discipline(Maria Østergaard & Dandan Sun) -- Part IV: Broadening the Scene -- Chapter 15. KOM’s six teacher competencies - in the digital era(Charlotte Krog Skott & NN) -- Chapter 16. The KOM framework and PISA - in the digital era(Ross Turner & NN) -- Chapter 17. Mathematical competencies and computational thinking(Andreas Tamborg & Jonas Dreyøe & Boris Koichu) -- Chapter 18. Summary and suggested uses for the book(Mario Sánchez Aguilar). |
| Record Nr. | UNINA-9910672435403321 |
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Jankvist Uffe Thomas
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mathematical creativity : a developmental perspective / / Scott A. Chamberlin, Peter Liljedahl, Milos Savic , editors
| Mathematical creativity : a developmental perspective / / Scott A. Chamberlin, Peter Liljedahl, Milos Savic , editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (252 pages) |
| Disciplina | 510.71 |
| Collana | Research in mathematics education |
| Soggetto topico |
Mathematics - Study and teaching
Ensenyament de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-14474-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Contents -- About the Author -- Part I: History and Background of Mathematical Creativity -- Chapter 1: Creativity and Mathematics: A Beginning Look -- 1.1 What Is Creativity? -- 1.1.1 What Creativity Is Not -- 1.1.1.1 Creativity Does Not Occur in the Right Brain -- 1.1.1.2 Creativity Is Not the Same as Intelligence or Expertise -- 1.1.1.3 Creativity Is Not Just for a Lucky Few -- 1.1.1.4 Creativity Is Not Just a Phenomenon in the Arts -- 1.1.2 Mathematical Creativity -- 1.2 How Does Creativity Develop? -- 1.2.1 Creativity Across Time -- 1.2.2 Talent Development in Mathematics -- 1.3 About This Section -- References -- Chapter 2: Creativity in Mathematics: An Overview of More Than 100 Years of Research -- 2.1 Research on Creativity Originating in (Mathematical) Problem-Solving -- 2.2 Quantitative Approaches to Measuring (Mathematical) Creativity (from Psychology) -- 2.3 Sorting the Field -- References -- Chapter 3: Mathematical Creativity and Society -- 3.1 A History of Mathematical Creativity -- 3.2 Overview of Creativity Research -- 3.3 An In-Depth Look at Mathematical Creativity -- 3.4 Value of Mathematical Creativity -- 3.5 Organizational Framework of the Book -- 3.5.1 Mathematical Creativity Is Dynamic -- 3.5.2 Mathematical Creativity Is Influenced by Affect, Intelligence, and Other Constructs -- 3.5.3 Final Factors That Influence Mathematical Creativity -- 3.6 Conclusion -- References -- Chapter 4: Organizational Framework for Book and Conceptions of Mathematical Creativity -- 4.1 Organizational Framework of Book -- 4.2 Development and Mathematical Creativity in Relation to Creativity Models -- 4.2.1 The Four C's -- 4.2.2 Person, Process, and Product: Portions of the Four P Model -- 4.3 Barriers to Eliciting Creative Process and Product.
4.4 Additional Factors in the Relationship Between Mathematical Creativity and Development -- 4.4.1 Empirical Evidence of Affect/Conation Relationship to Mathematical Creativity -- 4.4.2 Five Legs Theory -- 4.5 Conclusion -- References -- Chapter 5: Commentary on Section -- 5.1 Mathematical Creativity Research in the Elementary Grades -- 5.2 Empirical Findings on Creative in Mathematics Among Secondary School Students -- 5.3 Mathematical Creativity at the Tertiary Level: A Systematic Review of the Literature -- 5.4 Themes -- 5.5 Mathematical Creativity: A Complex Topic -- 5.6 Mathematical Creativity: Where It Lives and How It Is Understood -- 5.7 Mathematical Creativity in the Classroom -- 5.8 Concluding Thoughts -- References -- Part II: Synthesis of Literature on Mathematical Creativity -- Chapter 6: Mathematical Creativity Research in the Elementary Grades -- 6.1 Mathematical Creativity Research in the Elementary Grades -- 6.2 Mathematical Creativity Research: Academic-Oriented and Practice-Oriented -- 6.3 Academic-Oriented Research on Mathematical Creativity: Impacting Future Research -- 6.3.1 Psychology and Cognitive Science Research -- 6.3.2 Mathematics Education and Psychology Research -- 6.4 Practice-Oriented Research on Mathematical Creativity: Impacting Future Practice -- 6.4.1 Instructional Tasks -- 6.4.1.1 Open-Ended and Multiple Solution Tasks -- 6.4.1.2 Technological Integrations to Support MC -- 6.4.2 Environmental Aspects That Relate to MC -- 6.4.2.1 The Didactic Contract of Mathematics Teaching -- 6.4.2.2 Classroom Affective Development -- 6.5 Next Steps: Answering Some of the Field's Most Immediate Questions -- 6.5.1 Promising Directions for Academic-Oriented Research on MC for Elementary Students -- 6.5.2 Promising Directions for Practice-Oriented Research on MC for Elementary Students -- References. Chapter 7: Literature Review on Empirical Findings on Creativity in Mathematics Among Secondary School Students -- 7.1 Theoretical Background -- 7.2 Methods -- 7.3 Data Analysis -- 7.4 Results -- 7.4.1 Perspective I: Understanding Creativity and Validation of Creativity Models -- 7.4.2 Perspective II: Relation and Correlation to Other Constructs -- 7.4.3 Perspective III: Reflecting on Instructions and Interventions -- 7.4.4 Perspective IV: Articles That Do Not Fit Perspectives I-III -- 7.4.5 Perspective V: Problems and Tasks for Assessment -- 7.5 Discussion and Outlook -- References -- Chapter 8: Mathematical Creativity at the Tertiary Level: A Systematic Review of the Literature -- 8.1 Introduction -- 8.2 Method -- 8.3 Results -- 8.4 Discussion and Future Research Directions -- 8.5 Conclusion -- Appendix A: Table of all 29 Articles/Book Chapters Listed by Alphabetical Last Name -- References -- Chapter 9: Mathematical Creativity from an Educational Perspective: Reflecting on Recent Empirical Studies -- 9.1 To Comment Is to Reflect -- 9.2 Creative Processes: What Are They? -- 9.3 Creative Processes: How Can We Foster Them? -- 9.4 Some Pre-reading Suggestions -- References -- Part III: New Empirical Research on Mathematical Creativity -- Chapter 10: Now You See It, Now You Don't: Why The Choice of Theoretical Lens Matters When Exploring Children's Creative Mathematical Thinking -- 10.1 Introduction -- 10.2 On Seeing and Not Seeing Mathematical Creativity -- 10.3 Children's Mathematical Thinking in a Fractions Lesson -- 10.4 A Human-/Language-Centric Lens on Children's Creative Thinking -- 10.4.1 Agentivity -- 10.4.2 Language -- 10.4.3 Materials -- 10.5 A Materialist Posthuman Lens on Children's Creative Mathematical Thinking -- 10.5.1 Agentivity -- 10.5.2 Language -- 10.5.3 Materials -- 10.6 Further Thoughts: Dialogue Between Analytic Lenses. References -- Chapter 11: The Creative Mathematical Thinking Process -- 11.1 Introduction -- 11.1.1 Divergent and Convergent Thinking -- 11.1.2 The Creative Mathematical Thinking Process -- 11.1.3 The Current Study -- 11.2 Method -- 11.2.1 Participants -- 11.2.2 Mathematical Tasks -- 11.2.3 Procedure -- 11.2.4 Data Analysis -- 11.3 Findings -- 11.3.1 Number of Creative Ideas -- 11.3.2 The Use of Divergent Thinking -- 11.3.3 The Use of Convergent Thinking and Combinations of Divergent and Convergent Thinking -- 11.3.4 Differences Between Children and Tasks -- 11.4 Discussion -- 11.4.1 The Use of Divergent and Convergent Thinking -- 11.4.2 The Role of Mathematical Achievement and Task Type -- 11.4.3 Future Studies and Limitations -- 11.5 Conclusion and Implications -- Appendix -- References -- Chapter 12: Group Creativity -- 12.1 Introduction -- 12.2 Building Thinking Classrooms -- 12.3 Burstiness -- 12.4 Method -- 12.4.1 Course and Participants -- 12.4.2 The Lesson -- 12.4.3 The Data -- 12.4.4 The Episode -- 12.5 Analysis I: Burstiness -- 12.5.1 Burst 1: Lines 9-17 -- 12.5.2 Burst 2: Lines 18-20 -- 12.5.3 Burst 3: Lines 23-27 -- 12.5.4 Burst 4: Lines 31-32 -- 12.5.5 Burst 5: Lines 33-37 -- 12.6 Analysis II: Environment -- 12.6.1 Some Structure -- 12.6.2 Diversity -- 12.6.3 Psychological Safety -- 12.6.4 Welcome Criticism -- 12.6.5 Freedom to Shift Attention -- 12.6.6 Focus -- 12.6.7 Opportunity for Nonverbal Communication -- 12.7 Conclusions -- References -- Chapter 13: "Creativity Is Contagious" and "Collective": Progressions of Undergraduate Students' Perspectives on Mathematical Creativity -- 13.1 Introduction -- 13.2 Background Literature -- 13.3 Theoretical Perspective and Methodology -- 13.4 Method -- 13.4.1 Setting -- 13.4.2 Participants -- 13.4.3 Data Collection and Analysis -- 13.5 Results -- 13.5.1 Progression of Alice's Perspective. 13.5.2 Progression of Stephanie's Perspective -- 13.5.3 Progression of Peyton's Perspective -- 13.5.4 Progression of Olivia's Perspective -- 13.6 Uniqueness and Similarities in Progressions Across Participants -- 13.7 Conclusion -- Appendix 1 -- References -- Chapter 14: The Role of Creativity in Teaching Mathematics Online -- 14.1 Introduction -- 14.2 Related Literature -- 14.3 Methods -- 14.4 Data Collection and Analysis -- 14.4.1 Interviews -- 14.4.2 Surveys -- 14.5 Findings -- 14.6 How Traits of Creativity Were Called Upon in the Transition -- 14.7 Constraints Leading to Creativity -- 14.8 Affordances of the Online Environment: More Higher-Level Thinking Allowed -- 14.9 Redefining What It Means to Learn Mathematics -- 14.10 The Need to Be Creative in Assessments -- 14.11 Supporting the Creative Process -- 14.12 More Time to "Stew" -- 14.13 Features of the Course that Played a Role in the Transition -- 14.14 Discussion -- 14.15 Conclusion -- Appendix A -- Interview Protocol -- Appendix B -- Pre-semester Survey -- Appendix C -- Post-semester Survey -- References -- Part IV: Research Application, Implications, and Future Directions -- Chapter 15: Concluding Thoughts on Research: Application, Implications, and Future Directions -- 15.1 Introduction -- 15.2 General Overview of the Book -- 15.3 Needed Research -- 15.4 Application of Research -- 15.4.1 Application of Research to Scholars -- 15.4.2 Application of Research to Practitioners -- References -- Index. |
| Record Nr. | UNISA-996499867003316 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Mathematical creativity : a developmental perspective / / Scott A. Chamberlin, Peter Liljedahl, Milos Savic , editors
| Mathematical creativity : a developmental perspective / / Scott A. Chamberlin, Peter Liljedahl, Milos Savic , editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (252 pages) |
| Disciplina | 510.71 |
| Collana | Research in mathematics education |
| Soggetto topico |
Mathematics - Study and teaching
Ensenyament de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-14474-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Contents -- About the Author -- Part I: History and Background of Mathematical Creativity -- Chapter 1: Creativity and Mathematics: A Beginning Look -- 1.1 What Is Creativity? -- 1.1.1 What Creativity Is Not -- 1.1.1.1 Creativity Does Not Occur in the Right Brain -- 1.1.1.2 Creativity Is Not the Same as Intelligence or Expertise -- 1.1.1.3 Creativity Is Not Just for a Lucky Few -- 1.1.1.4 Creativity Is Not Just a Phenomenon in the Arts -- 1.1.2 Mathematical Creativity -- 1.2 How Does Creativity Develop? -- 1.2.1 Creativity Across Time -- 1.2.2 Talent Development in Mathematics -- 1.3 About This Section -- References -- Chapter 2: Creativity in Mathematics: An Overview of More Than 100 Years of Research -- 2.1 Research on Creativity Originating in (Mathematical) Problem-Solving -- 2.2 Quantitative Approaches to Measuring (Mathematical) Creativity (from Psychology) -- 2.3 Sorting the Field -- References -- Chapter 3: Mathematical Creativity and Society -- 3.1 A History of Mathematical Creativity -- 3.2 Overview of Creativity Research -- 3.3 An In-Depth Look at Mathematical Creativity -- 3.4 Value of Mathematical Creativity -- 3.5 Organizational Framework of the Book -- 3.5.1 Mathematical Creativity Is Dynamic -- 3.5.2 Mathematical Creativity Is Influenced by Affect, Intelligence, and Other Constructs -- 3.5.3 Final Factors That Influence Mathematical Creativity -- 3.6 Conclusion -- References -- Chapter 4: Organizational Framework for Book and Conceptions of Mathematical Creativity -- 4.1 Organizational Framework of Book -- 4.2 Development and Mathematical Creativity in Relation to Creativity Models -- 4.2.1 The Four C's -- 4.2.2 Person, Process, and Product: Portions of the Four P Model -- 4.3 Barriers to Eliciting Creative Process and Product.
4.4 Additional Factors in the Relationship Between Mathematical Creativity and Development -- 4.4.1 Empirical Evidence of Affect/Conation Relationship to Mathematical Creativity -- 4.4.2 Five Legs Theory -- 4.5 Conclusion -- References -- Chapter 5: Commentary on Section -- 5.1 Mathematical Creativity Research in the Elementary Grades -- 5.2 Empirical Findings on Creative in Mathematics Among Secondary School Students -- 5.3 Mathematical Creativity at the Tertiary Level: A Systematic Review of the Literature -- 5.4 Themes -- 5.5 Mathematical Creativity: A Complex Topic -- 5.6 Mathematical Creativity: Where It Lives and How It Is Understood -- 5.7 Mathematical Creativity in the Classroom -- 5.8 Concluding Thoughts -- References -- Part II: Synthesis of Literature on Mathematical Creativity -- Chapter 6: Mathematical Creativity Research in the Elementary Grades -- 6.1 Mathematical Creativity Research in the Elementary Grades -- 6.2 Mathematical Creativity Research: Academic-Oriented and Practice-Oriented -- 6.3 Academic-Oriented Research on Mathematical Creativity: Impacting Future Research -- 6.3.1 Psychology and Cognitive Science Research -- 6.3.2 Mathematics Education and Psychology Research -- 6.4 Practice-Oriented Research on Mathematical Creativity: Impacting Future Practice -- 6.4.1 Instructional Tasks -- 6.4.1.1 Open-Ended and Multiple Solution Tasks -- 6.4.1.2 Technological Integrations to Support MC -- 6.4.2 Environmental Aspects That Relate to MC -- 6.4.2.1 The Didactic Contract of Mathematics Teaching -- 6.4.2.2 Classroom Affective Development -- 6.5 Next Steps: Answering Some of the Field's Most Immediate Questions -- 6.5.1 Promising Directions for Academic-Oriented Research on MC for Elementary Students -- 6.5.2 Promising Directions for Practice-Oriented Research on MC for Elementary Students -- References. Chapter 7: Literature Review on Empirical Findings on Creativity in Mathematics Among Secondary School Students -- 7.1 Theoretical Background -- 7.2 Methods -- 7.3 Data Analysis -- 7.4 Results -- 7.4.1 Perspective I: Understanding Creativity and Validation of Creativity Models -- 7.4.2 Perspective II: Relation and Correlation to Other Constructs -- 7.4.3 Perspective III: Reflecting on Instructions and Interventions -- 7.4.4 Perspective IV: Articles That Do Not Fit Perspectives I-III -- 7.4.5 Perspective V: Problems and Tasks for Assessment -- 7.5 Discussion and Outlook -- References -- Chapter 8: Mathematical Creativity at the Tertiary Level: A Systematic Review of the Literature -- 8.1 Introduction -- 8.2 Method -- 8.3 Results -- 8.4 Discussion and Future Research Directions -- 8.5 Conclusion -- Appendix A: Table of all 29 Articles/Book Chapters Listed by Alphabetical Last Name -- References -- Chapter 9: Mathematical Creativity from an Educational Perspective: Reflecting on Recent Empirical Studies -- 9.1 To Comment Is to Reflect -- 9.2 Creative Processes: What Are They? -- 9.3 Creative Processes: How Can We Foster Them? -- 9.4 Some Pre-reading Suggestions -- References -- Part III: New Empirical Research on Mathematical Creativity -- Chapter 10: Now You See It, Now You Don't: Why The Choice of Theoretical Lens Matters When Exploring Children's Creative Mathematical Thinking -- 10.1 Introduction -- 10.2 On Seeing and Not Seeing Mathematical Creativity -- 10.3 Children's Mathematical Thinking in a Fractions Lesson -- 10.4 A Human-/Language-Centric Lens on Children's Creative Thinking -- 10.4.1 Agentivity -- 10.4.2 Language -- 10.4.3 Materials -- 10.5 A Materialist Posthuman Lens on Children's Creative Mathematical Thinking -- 10.5.1 Agentivity -- 10.5.2 Language -- 10.5.3 Materials -- 10.6 Further Thoughts: Dialogue Between Analytic Lenses. References -- Chapter 11: The Creative Mathematical Thinking Process -- 11.1 Introduction -- 11.1.1 Divergent and Convergent Thinking -- 11.1.2 The Creative Mathematical Thinking Process -- 11.1.3 The Current Study -- 11.2 Method -- 11.2.1 Participants -- 11.2.2 Mathematical Tasks -- 11.2.3 Procedure -- 11.2.4 Data Analysis -- 11.3 Findings -- 11.3.1 Number of Creative Ideas -- 11.3.2 The Use of Divergent Thinking -- 11.3.3 The Use of Convergent Thinking and Combinations of Divergent and Convergent Thinking -- 11.3.4 Differences Between Children and Tasks -- 11.4 Discussion -- 11.4.1 The Use of Divergent and Convergent Thinking -- 11.4.2 The Role of Mathematical Achievement and Task Type -- 11.4.3 Future Studies and Limitations -- 11.5 Conclusion and Implications -- Appendix -- References -- Chapter 12: Group Creativity -- 12.1 Introduction -- 12.2 Building Thinking Classrooms -- 12.3 Burstiness -- 12.4 Method -- 12.4.1 Course and Participants -- 12.4.2 The Lesson -- 12.4.3 The Data -- 12.4.4 The Episode -- 12.5 Analysis I: Burstiness -- 12.5.1 Burst 1: Lines 9-17 -- 12.5.2 Burst 2: Lines 18-20 -- 12.5.3 Burst 3: Lines 23-27 -- 12.5.4 Burst 4: Lines 31-32 -- 12.5.5 Burst 5: Lines 33-37 -- 12.6 Analysis II: Environment -- 12.6.1 Some Structure -- 12.6.2 Diversity -- 12.6.3 Psychological Safety -- 12.6.4 Welcome Criticism -- 12.6.5 Freedom to Shift Attention -- 12.6.6 Focus -- 12.6.7 Opportunity for Nonverbal Communication -- 12.7 Conclusions -- References -- Chapter 13: "Creativity Is Contagious" and "Collective": Progressions of Undergraduate Students' Perspectives on Mathematical Creativity -- 13.1 Introduction -- 13.2 Background Literature -- 13.3 Theoretical Perspective and Methodology -- 13.4 Method -- 13.4.1 Setting -- 13.4.2 Participants -- 13.4.3 Data Collection and Analysis -- 13.5 Results -- 13.5.1 Progression of Alice's Perspective. 13.5.2 Progression of Stephanie's Perspective -- 13.5.3 Progression of Peyton's Perspective -- 13.5.4 Progression of Olivia's Perspective -- 13.6 Uniqueness and Similarities in Progressions Across Participants -- 13.7 Conclusion -- Appendix 1 -- References -- Chapter 14: The Role of Creativity in Teaching Mathematics Online -- 14.1 Introduction -- 14.2 Related Literature -- 14.3 Methods -- 14.4 Data Collection and Analysis -- 14.4.1 Interviews -- 14.4.2 Surveys -- 14.5 Findings -- 14.6 How Traits of Creativity Were Called Upon in the Transition -- 14.7 Constraints Leading to Creativity -- 14.8 Affordances of the Online Environment: More Higher-Level Thinking Allowed -- 14.9 Redefining What It Means to Learn Mathematics -- 14.10 The Need to Be Creative in Assessments -- 14.11 Supporting the Creative Process -- 14.12 More Time to "Stew" -- 14.13 Features of the Course that Played a Role in the Transition -- 14.14 Discussion -- 14.15 Conclusion -- Appendix A -- Interview Protocol -- Appendix B -- Pre-semester Survey -- Appendix C -- Post-semester Survey -- References -- Part IV: Research Application, Implications, and Future Directions -- Chapter 15: Concluding Thoughts on Research: Application, Implications, and Future Directions -- 15.1 Introduction -- 15.2 General Overview of the Book -- 15.3 Needed Research -- 15.4 Application of Research -- 15.4.1 Application of Research to Scholars -- 15.4.2 Application of Research to Practitioners -- References -- Index. |
| Record Nr. | UNINA-9910633916803321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical Creativity and Mathematical Giftedness [[electronic resource] ] : Enhancing Creative Capacities in Mathematically Promising Students / / edited by Florence Mihaela Singer
| Mathematical Creativity and Mathematical Giftedness [[electronic resource] ] : Enhancing Creative Capacities in Mathematically Promising Students / / edited by Florence Mihaela Singer |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (423 pages) |
| Disciplina | 510.71 |
| Collana | ICME-13 Monographs |
| Soggetto topico |
Mathematics—Study and teaching
Art education Learning Instruction Educational psychology Education—Psychology Mathematics Education Creativity and Arts Education Learning & Instruction Educational Psychology |
| ISBN | 3-319-73156-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910299528103321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mathematical Cultures [[electronic resource] ] : The London Meetings 2012-2014 / / edited by Brendan Larvor
| Mathematical Cultures [[electronic resource] ] : The London Meetings 2012-2014 / / edited by Brendan Larvor |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Birkhäuser, , 2016 |
| Descrizione fisica | 1 online resource (VIII, 460 p. 54 illus., 24 illus. in color.) |
| Disciplina | 510.71 |
| Collana | Trends in the History of Science |
| Soggetto topico |
Mathematics
History Mathematics—Study and teaching Philosophy and science History of Mathematical Sciences Mathematics Education Philosophy of Science |
| ISBN | 3-319-28582-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Understanding the cultural construction of school mathematics -- Envisioning Transformations – The Practice of Topology -- Creative Discomfort: The Culture of the Gelfand Seminar at Moscow University -- Mathematical Culture and Mathematics Education in Hungary in the XXth Century -- On the Emergence of a New Mathematical Object: an Ethnography of a Duality Transform -- What are we like… -- Mathematics as a social differentiating factor: men of letters, politicians and engineers in Brazil through the Nineteenth Century -- “The End of Proof”? The integration of different mathematical cultures as experimental mathematics comes of age -- Diversity in Proof Appraisal -- What would the mathematics curriculum look like if instead of concepts and techniques, values were the focus? -- Mathematics and Values -- Purity as a Value in the German-speaking area -- Values in Caring for Proof -- An empirical approach to the mathematical values of problem choice and argumentation -- The Notion of Fit as a Mathematical Value -- Mathematical Pull -- Mathematics and First Nations in Western Canada: from cultural destruction to a re-awakening of mathematical reflections -- Remunerative Combinatorics: Mathematicians and their Sponsors in the Mid-Twentieth Century -- Calling a Spade a Spade: Mathematics in the New Pattern of Division of Labour -- Mathematics and mathematical cultures in fiction: the case of Catherine Shaw -- Morality and Mathematics -- The Great Gibberish - Mathematics in Western Popular Culture -- Is Mathematics an issue of general education?. |
| Record Nr. | UNINA-9910254072303321 |
| Cham : , : Springer International Publishing : , : Imprint : Birkhäuser, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mathematical difficulties : psychology and intervention / / editor, Ann Dowker
| Mathematical difficulties : psychology and intervention / / editor, Ann Dowker |
| Pubbl/distr/stampa | London, : Academic, 2008 |
| Descrizione fisica | 1 online resource (273 p.) |
| Disciplina | 510.71 |
| Altri autori (Persone) | DowkerAnn |
| Collana | Educational psychology series |
| Soggetto topico |
Mathematical ability
Mathematical ability in children Mathematics - Psychological aspects |
| ISBN |
1-281-76236-9
9786611762360 0-08-055977-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Mathematical Difficulties: Psychology and Intervention; Copyright Page; Contents; List of contributors; Introduction; Chapter 1. Neural Correlates of Number Processing and Calculation: Developmental Trajectories and Educational Implications; Introduction; Neuroanatomical Correlates of Number Processing and Calculation: Are They Identical in Developing and Mature Brain Systems?; Are Neuroimaging Studies Apt to Have Any Educational Implications?; Synopsis; Chapter 2. Toward a Developmental Cognitive Neuroscience Approach to the Study of Typical and Atypical Number Development
IntroductionNumber Processing in the Adult Brain; Number Processing in the Typically Developing Brain; Number Processing in the Atypically Developing Brain; Future Directions; Conclusions; Acknowledgments; Chapter 3. A Number Sense Assessment Tool for Identifying Children at Risk for Mathematical Difficulties; What Is Number Sense?; Components of Number Sense; Predictability of Number Sense; Developing a Number Sense Battery; Acknowledgments; Appendix; Chapter 4. The Essence of Early Childhood Mathematics Education and the Professional Development Needed to Support It Social, Political, and Research InfluencesThe Content of Early Mathematics; The Different Components of Early Mathematics; What is Good Early Mathematics Teaching?; Teachers' Conceptions about EME; How Good is Early Mathematics Teaching? Are Teachers Ready for it?; The Status of EME Professional Development; An Example: Big Math for Little Kids; Needed Support for an EME Program; Conclusion; Chapter 5. Progression in Numeracy Ages 5-11: Results from the Leverhulme Longitudinal Study; Background and Aims; Methods and Data Sources; Results and Discussion; Conclusions Chapter 6. An Analysis of Children's Numerical Difficulties with the Aid of a Dyscalculia Test Battery and a Presentation of Remedial Approaches to Facilitate Aspects of Numerical DevelopmentIntroduction; A Dyscalculia Test Battery; A Multisensory Remedial Approach for Learning the Multiplication Tables; Dyscalculia Test Battery Assessment; Dyscalculia Test Battery Assessment; Dyscalculia Test Battery Assessment; General Discussion and Conclusion; Acknowledgments; Chapter 7. Children With and Without Mathematics Difficulties: Aspects of Learner Characteristics in a Developmental Perspective Results and DiscussionChapter 8. Number Development and Children with Specific Language Impairment; Introduction; Method; Results; Discussion; Acknowledgments; Chapter 9. The Performance of Dyslexic and Non-Dyslexic Boys at Division Sums; Introduction; Participants, Apparatus and Method; Results; Discussion; Some Practical Implications; Concluding Remarks; Chapter 10. Numeracy Recovery with Children with Arithmetical Difficulties: Intervention and Research; Part 1: Numeracy Recovery Scheme; Part 2: Study of Children with Arithmetical Dif. culties; Discussion; Acknowledgments Chapter 11. Mathematics Recovery: An Early Number Program Focusing on Intensive Intervention |
| Record Nr. | UNINA-9910832978803321 |
| London, : Academic, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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