Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Mathematical discourse : let the kids talk! / / Barbara Blanke ; foreword by Steve Leinwand
| Mathematical discourse : let the kids talk! / / Barbara Blanke ; foreword by Steve Leinwand |
| Autore | Blanke Barbara |
| Pubbl/distr/stampa | Huntington Beach, CA : , : Shell Educational Publishing, Inc., , [2018] |
| Descrizione fisica | 1 online resource (186 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics - Study and teaching - Methodology
Discourse analysis |
| Soggetto genere / forma | Electronic books. |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910467722503321 |
Blanke Barbara
|
||
| Huntington Beach, CA : , : Shell Educational Publishing, Inc., , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical discourse : let the kids talk! / / Barbara Blanke ; foreword by Steve Leinwand
| Mathematical discourse : let the kids talk! / / Barbara Blanke ; foreword by Steve Leinwand |
| Autore | Blanke Barbara |
| Pubbl/distr/stampa | Huntington Beach, CA : , : Shell Educational Publishing, Inc., , [2018] |
| Descrizione fisica | 1 online resource (186 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics - Study and teaching - Methodology
Discourse analysis |
| ISBN |
0-7439-2233-6
9781425825904 (ebook) |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What is mathematical discourse? -- Discourse and mathematical practice and process standards -- Teacher moves that promote effective student discourse -- How math talks promote discourse: arguments, ideas, and questions -- Equity and engagement -- Getting kids ready to talk! The first 20 days of discourse. |
| Record Nr. | UNINA-9910793616303321 |
|
Blanke Barbara
|
||
| Huntington Beach, CA : , : Shell Educational Publishing, Inc., , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical discourse : let the kids talk! / / Barbara Blanke ; foreword by Steve Leinwand
| Mathematical discourse : let the kids talk! / / Barbara Blanke ; foreword by Steve Leinwand |
| Autore | Blanke Barbara |
| Pubbl/distr/stampa | Huntington Beach, CA : , : Shell Educational Publishing, Inc., , [2018] |
| Descrizione fisica | 1 online resource (186 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics - Study and teaching - Methodology
Discourse analysis |
| ISBN |
0-7439-2233-6
9781425825904 (ebook) |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What is mathematical discourse? -- Discourse and mathematical practice and process standards -- Teacher moves that promote effective student discourse -- How math talks promote discourse: arguments, ideas, and questions -- Equity and engagement -- Getting kids ready to talk! The first 20 days of discourse. |
| Record Nr. | UNINA-9910821407903321 |
|
Blanke Barbara
|
||
| Huntington Beach, CA : , : Shell Educational Publishing, Inc., , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical encounters and pedagogical detours : stories of disturbance and learning opportunities in teacher education / / Boris Koichu, Rina Zazkis
| Mathematical encounters and pedagogical detours : stories of disturbance and learning opportunities in teacher education / / Boris Koichu, Rina Zazkis |
| Autore | Koichu Boris |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (219 pages) |
| Disciplina | 510.71 |
| Soggetto topico | Mathematics teachers - Training of |
| ISBN | 3-030-58434-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910483454003321 |
|
Koichu Boris
|
||
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical Modelling and Applications [[electronic resource] ] : Crossing and Researching Boundaries in Mathematics Education / / edited by Gloria Ann Stillman, Werner Blum, Gabriele Kaiser
| Mathematical Modelling and Applications [[electronic resource] ] : Crossing and Researching Boundaries in Mathematics Education / / edited by Gloria Ann Stillman, Werner Blum, Gabriele Kaiser |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XI, 647 p. 139 illus.) |
| Disciplina | 510.71 |
| Collana | International Perspectives on the Teaching and Learning of Mathematical Modelling |
| Soggetto topico |
Mathematics—Study and teaching
Learning Instruction Teaching Educational technology Mathematics Education Learning & Instruction Teaching and Teacher Education Educational Technology |
| ISBN | 3-319-62968-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Series Preface, Gabriele Kaiser and Gloria Stillman -- Boundary Crossings in Mathematical Modelling and Applications Educational Research and Practice, Gloria Stillman, Werner Blum, and Gabriele Kaiser -- Part I New Approaches in Research, Teaching and Practice from Crossing Boundaries -- Mathematical Modelling with Increasing Learning Aids – A Video Study, Deike S. Alfke (née Jütting) -- Modelling with Statistical Data: Characterisation of Student Models, Àngels Aymerich, Núria Gorgorió, and Lluís Albarracín -- How Teachers Can Promote Mathematising by Means of Mathematical City Walks, Nils Buchholtz -- L’Hospital’s Weight Problem: Testing the Boundaries between Mathematics and Physics, between Application and Modelling, France Caron and Kathleen Pineau. Representations of Modelling in Mathematics Education, Helen M. Doerr, Jonas B. Ärlebäck and Morten Misfeldt -- The Primacy of ‘Noticing’: a Key to Successful Modelling, Peter Galbraith, Gloria Ann Stillman and Jill P. Brown -- Combining Models Related to Data Distribution through Productive Experimentation, Takashi Kawakami -- Reconciling Intuitions and Conventional Knowledge: The Challenge of Teaching and Learning Mathematical Modelling, Azita Manouchehri and Stephen T. Lewis -- A Modelling Perspective in Designing Teacher Professional Learning Communities, Nicholas Mousoulides, Marilena Nicolaidou, and Maria Evagorou -- Mathematical Modelling and Proof by Recurrence: an Analysis from a Wittgensteinian Perspective, Bárbara Palharini, Emerson Tortola and Lourdes Maria Werle de Almeida -- Quality Criteria for Mathematical Models in Relation to Models’ Purposes - Their Usefulness in Engineering Education, Jacob Perrenet, Bert Zwaneveld, Kees van Overveld and Tijn Borghuis -- Ethnomodelling as the Mathematization of Cultural Practices, Milton Rosa and Daniel Clark Orey -- Enabling Anticipation through Visualisation in Mathematising Real World Problems in a Flipped Classroom, Gloria Ann Stillman -- Measuring Metacognitive Modelling Competencies, Katrin Vorhölter -- Part II Researching Boundaries in Mathematical Modelling Education -- The Mathematical Modelling Competencies Required for Solving Engineering Statics Assignments, Burkhard Alpers -- Pre-service Teachers’ Levels of Reflectivity after Mathematical Modelling Activities with High-School Students, Rita Borromeo Ferri -- Context and Understanding: The Case of Linear Models, Jill P. Brown -- Difficulties in Teaching Modelling: A French-Spanish Exploration, Richard Cabassut and Irene Ferrando -- How Students Connect Mathematical Models to Descriptions of Real-World Situations, Dirk De Bock, Nele Veracx and Wim Van Dooren -- Mathematical Modelling Strategies and Attitudes of Third Year Pre-Service Teachers, Rina Durandt and Gerrie J Jacobs -- Exploring the Notion of Mathematical Literacy in Curricula Documents, Peter Frejd and Vincent Geiger -- Design and Implementation of a Tool for Analysing Student Products when They Solve Fermi Problems, César Gallart, Irene Ferrando, Lluís M. García-Raffi, Lluís Albarracín and Núria Gorgorió -- Implementing Modelling into Classrooms – Results of an Empirical Research Study, Jana Kreckler -- A Commognitive Perspective on Pre-service Secondary Teachers’ Content Knowledge in Mathematical Modelling, Joo Young Park -- Mathematics Teachers’ Learning at the Boundaries of Teaching, Research and Workplace, Giorgos Psycharis and Despina Potari -- Case Study of Pre-service Teachers Education for Mathematical Modelling and Applications Connecting Paintings with Mathematics, Akihiko Saeki, Masafumi Kaneko and Daisuke Saito -- Inquiry and Modelling in a Real Archaeological Context, Gemma Sala Sebastià, Vicenç Font Moll, Joaquim Giménez Rodríguez, Berta Barquero Farràs -- Students’ Overreliance on Linearity in Economic Applications: A State of the Art, Daam Van Reeth and Dirk De Bock -- Part III Pedagogical Issues for Teachers and Teacher Educators Using Mathematical Modelling and Applications -- Teaching Modelling and Systemic Change, Hugh Burkhardt and Malcolm Swan -- Mathematical Modelling as a Professional Activity – Lessons for the Classroom, Peter Frejd -- Modelling Task Design: Sciences Teachers’ View, Carolina Guerrero-Ortiz and Jaime Mena-Lorca -- Modelling as Interactive Translations among Plural Worlds - Experimental teaching using the Night Time Problem, Toshikazu Ikeda and Max Stephens -- The Dual Modelling Cycle Framework: Report on an Australian Study, Janeen Lamb, Akio Matsuzaki, Akihiko Saeki and Takashi Kawakami -- Implementing Mathematical Modelling: The Challenge of Teacher Educating, Azita Manouchehri -- The Velocity Concept – History of its Modelling Development, Regina Dorothea Moeller -- Developing a Mathematical Modelling Task for All Students, Edel Reilly -- Hidden Benefits of Modelling for Students with Disabilities, Rina Scott-Wilson, Dirk Wessels, Helena Wessels, and Estelle Swart -- Scaffolding Complex Modelling Processes – An In-depth Study, Peter Stender, Nadine Krosanke and Gabriele Kaiser -- Long-term Development of How Students Interpret a model; Complementarity of Contexts and Mathematics, Pauline Vos and Gerrit Roorda, Exploring Aspects of Creativity in Mathematical Modelling, Helena Wessels -- Mathematical Modelling in Dutch Textbooks: Is it Genuine Mathematical Modelling? Bert Zwaneveld, Jacob Perrenet, Kees van Overveld and Tijn Borghuis -- Part IV Influences of Technologies on Modelling and Applications -- Initial Results of an Intervention Using a Mobile Game App to Simulate A Pandemic Outbreak, Peter Frejd and Jonas B. Ärlebäck -- Modelling and Simulation with the Help of Digital Tools, Gilbert Greefrath and Hans-Stefan Siller -- Mathematical Modelling for Engineering Diploma Students: Perspectives on Visualisation, Hanti Kotze, Gerrie J. Jacobs, Erica D. Spangenberg -- Interactive Diagrams Used for Collaborative Learning Concerning Mathematical Models of Motion, Elena Naftaliev -- Using Modelling and Tablets in the Classroom to Learn Quadratic Functions, Miriam Ortega and Luis Puig -- Mathematical Modelling in a Long Distance Teacher Education in Brazil: Democratising Mathematics, Daniel Clark Orey and Milton Rosa -- Part V Assessment of Mathematical Modelling in Schools -- Six Principles to Assess Modelling Abilities of Students Working in Groups, Piera Biccard and Dirk Wessels -- Assessing Mathematizing Competences through Multiple Choice Tasks: Using Students’ Response Processes to Investigate Task Validity, Brikena Djepaxhija, Pauline Vos and Anne Berit Fuglestad -- Part VI Applicability at Different Levels of Schooling -- How to Build a Hydrogen Refuelling Station Infrastructure in Germany – an Interdisciplinary Project Approach for Mathematics Classrooms, Irene Grafenhofer and Hans-Stefan Siller -- Authentic Mathematical Modelling Experiences of Upper Secondary School: A Case Study, Kerri Spooner -- Refereeing Process -- Index. |
| Record Nr. | UNINA-9910255122703321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical Modelling Education and Sense-making [[electronic resource] /] / edited by Gloria Ann Stillman, Gabriele Kaiser, Christine Erna Lampen
| Mathematical Modelling Education and Sense-making [[electronic resource] /] / edited by Gloria Ann Stillman, Gabriele Kaiser, Christine Erna Lampen |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
| Descrizione fisica | 1 online resource (502 pages) |
| Disciplina | 510.71 |
| Collana | International Perspectives on the Teaching and Learning of Mathematical Modelling |
| Soggetto topico |
Mathematics—Study and teaching
Learning Instruction Assessment Teaching Mathematics Education Learning & Instruction Assessment, Testing and Evaluation Teaching and Teacher Education |
| ISBN | 3-030-37673-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Series Preface; Gabriele Kaiser and Gloria Stillman -- Helena Wessels – Her ‘Life Story’; Dirk Wessels -- 1. Sense-Making in Mathematical Modelling and Applications Educational Research and Practice; Gloria Stillman, Gabriele Kaiser, and Erna Lampen -- Part I Innovative Approaches in Modelling Educational Research and Teaching -- 2. Connections of Science Capital and the Teaching and Learning of Mathematical Modelling - an Introduction; Pauline Vos, Paul Hernandez-Martinez and Peter Frejd -- 3. Teachers’ Possibilities to Generate Science Capital for Modelling; Peter Frejd -- 4. Science Capital, Habitus and Mathematical Modelling Practices in the Field of University Education; Paul Hernandez-Martinez -- 5. On Science Museums, Science Capital and the Public Understanding of Mathematical Modelling; Pauline Vos -- 6. Working as a Cross-Institutional Collaborator Network to Develop Enhanced Analyses of Learners' Models and Modelling; Corey Brady, Jeffrey A. McLean, Hyunyi Jung, Aran W. Glancy and Ángeles Domínguez -- 7. Mapping Shifting Discourses in Classroom Talk Through Indexical Discourse Analysis: From the World of Mathematics to the World of Work; Stephen T. Lewis and Azita Manouchehri -- 8. Joy of Mathematical Modelling: A Forgotten Perspective?; Yuriy Rogovchenko, Olov Viirman and Stephanie Treffert-Thomas -- 9. Re-Signifying Function Concept: A Mixed Methods Study to Understand the Contributions of the Dialogic Approach of Ethnomodelling; Milton Rosa, Daniel Clark Orey and Diego Pereira de Oliveira Cortes -- Part II Research into or Evaluation of, Teaching Practice in Mathematical Modelling Education -- 10. Sense-Making with the Mathematical Modelling Process: Developing a Framework for Faculty Practice; Todd Abel, Mary Elizabeth Searcy and Tracie McLemore Salinas -- 11. Mathematical Modelling with a Solution Plan – An Intervention Study about the Development of Grade 9 Students’ Modelling Competencies; Catharina Adamek -- 12. A case study of the tensions and challenges arising as an upper secondary teacher designs and implements a model development sequence on statistics; Jonas Bergman Ärlebäck -- 13. Year 6 Students’ Gradual Identification of Mathematical Models of Average Speed when Making Sense of ‘Walking’; Takashi Kawakami, Shigekazu Komeda and Akihiko Saeki -- 14. A Time-Based Measurement of the Intensity of Difficulties in the Modelling Process; Heiner Klock and Hans-Stefan Siller -- 15. Deepening and Expanding Mathematical Models of Speed in Relation to Walking: The Case of Year 8 Students; Shigekazu Komeda, Takashi Kawakami, Masafumi Kaneko and Takashi Yamaguchi -- 16. Facilitating Modelling Activities in a Grade 5 Classroom; Azita Manouchehri, Mehmet Bekdemir and Xiangquan Yao -- 17. Mathematical Modelling as a Learning Environment to Transform a Street Activity into a Sport Practice; Daniel Clark Orey, Milton Rosa and Rogério Braga Soares -- 18. Co-development of engineering technician and mathematical modelling competencies; Lidamari de Villiers and Dirk Wessels -- Part III Pedagogical Issues for Teachers and Teacher Educators Using Mathematical Modelling and Applications -- 19. Sensemaking in Modelling Tasks - What Can We Learn From Other Domains?; Piera Biccard -- 20. The Deployment of Mathematics in Areas other than Those Normally Associated with Mathematical Modelling and the Applications of Mathematics; Cyril Julie -- 21. Rising to the Challenge: Promoting Mathematical Modelling as Real-World Problem Solving; Peter Galbraith, Derek Holton and Ross Turner -- 22. Mathematics Trails and Learning Barriers; Iwan Gurjanow and Matthias Ludwig -- 23. Validating with the Use of a Dynamic Geometry Software; Corinna Hankeln -- 24. Using a Mathematical Modelling Activity to Assist Students to Make Sense of a Limit Theorem in Trigonometry; Toshikazu Ikeda and Max Stephens -- 25. Exploring Habits and Habitus of Biomedical Students with Modelling Tasks; Hanti Kotze -- 26. Metacognitive Strategies in Group Work in Mathematical Modelling Activities – the Students’ Perspective; Alexandra Krüger, Katrin Vorhölter and Gabriele Kaiser -- 27. Fostering Students´ Construction of Meaningfulness of Mathematics with Mathematical Modelling Problems; Katrin Vorhölter and Björn Schwarz -- 28. Teachers’ Perspectives on Students’ Metacognitive Strategies During Mathematical Modelling Processes – a Case Study; Lisa Wendt, Katrin Vorhölter and Gabriele Kaiser -- Part IV Assessment of Mathematical Modelling in Schools -- 29. Cognitive Diagnostic Modelling for Mathematical Modeling Assessment; Cigdem Alagoz and Celil Ekici -- 30. Occurrences of Mathematical Modelling Competencies in the Nationally-set Examination for Mathematical Literacy in South Africa; Mbulelo Bali, Cyril Julie, and Monde Mbekwa -- 31. Expectations for Challenge in Modelling and its Assessment; Jill Brown -- 32. Modelling Tasks in Central Examinations Based on the Example of Austria; Hans-Stefan Siller and Gilbert Greefrath -- Part V Applicability at Different Levels of Schooling and University -- 33. Characterising Modelling Competency in Students’ Projects: Experiences from a Natural Science Bachelor Program; Morten Blomhøj -- 34. From Royaumont to Lyon: Applications and Modelling During the Sixties; Dirk De Bock and Bert Zwaneveld -- 35. Interactive Case Practice Teaching on Mathematical Modelling Course; Xiaojun Duan, Dan Wang and Mengda Wu -- 36. Pre-service Teachers’ Sense Making of Mathematical Modelling through a Design-Based Research Strategy; Rina Durandt and Geoffrey V. Lautenbach -- 37. Mathematical Modelling: A ‘Growing Tree’ for Creative and Flexible Thinking in Pre-service Mathematics Teachers; Rajendran Govender -- 38. Implementation of teacher trainings to promote action orientated and interdisciplinary modeling projects; Jean-Marie Lantau, Martin Bracke, Wolfgang Bock, and Patrick Capraro -- 39. Using Mathematical Modelling in the Teaching and Learning of Mathematical Literacy: Perspectives on the South African Context; Duncan Mhakure -- 40 A Lecturer’s View on Teaching Mathematical Modelling; Kerri Spooner -- Part VI Examples of Modelling and Applications in Practice -- 41. Embodied Phenomenology in Mathematical Modeling of Sailing for Integrated STEM Learning; Celil Ekici and Cigdem Alagoz -- 42. Algebra Students Build Stock/Flow Models to Study Non-linear, Dynamic, Feedback System Problems; Diana M. Fisher -- Index. |
| Record Nr. | UNINA-9910410012703321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical problem posing : conceptual considerations and empirical investigations for understanding the process of problem posing / / Lukas Baumanns
| Mathematical problem posing : conceptual considerations and empirical investigations for understanding the process of problem posing / / Lukas Baumanns |
| Autore | Baumanns Lukas |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien, , [2022] |
| Descrizione fisica | 1 online resource (299 pages) |
| Disciplina | 510.71 |
| Collana | Kölner Beiträge Zur Didaktik der Mathematik |
| Soggetto topico |
Mathematics - Study and teaching
Mathematics |
| ISBN |
9783658399177
9783658399160 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Danksagung -- Abstract -- Contents -- I Introduction -- 1 Motivation -- 2 Objectives -- 3 Thesis Structure -- II Theoretical frame -- 4 Problem posing from a subject-matter didactics perspective -- 4.1 Illustration with a geometric example -- 4.2 Conceptions of problem posing - Four mathematical miniatures -- 4.2.1 Problem posing as generating new problems -- Mathematical miniature -- Summarizing empirical research -- 4.2.2 Problem posing as reformulating a given problem for problem solving -- Mathematical miniature -- Summarizing empirical research -- 4.2.3 Problem posing as reformulating a given problem for investigation -- Mathematical miniature -- Summarizing empirical research -- 4.2.4 Problem posing as constructing tasks for others -- Mathematical miniature -- Summarizing empirical research -- 5 Problem posing and its connection to related constructs in mathematics education -- 5.1 Modelling -- 5.2 Proving -- 5.2.1 Proving through problem posing -- 5.2.2 Problem posing through proving -- 5.3 Problem Solving -- 5.3.1 Problem posing as a subset of problem solving -- 5.3.2 Problem solving as a subset of problem posing -- 5.3.3 Problem posing and problem solving as complementary, but different in nature -- 5.4 Creativity and Giftedness -- III Journal articles -- 6 Rethinking problem-posing situations: A review -- 6.1 Introduction -- 6.2 Theoretical Background -- 6.2.1 What is problem posing? -- 6.2.2 What is posing? -- 6.2.3 What is a problem? -- 6.2.4 Openness of problems -- 6.2.5 Categorisations of problem-posing situations -- 6.2.6 Research questions -- 6.3 Design -- 6.3.1 Data sampling -- 6.3.2 Data analysis -- 6.4 Analysis 1: Is it posing? -- 6.4.1 Discussion of Analysis 1: Mathematical problem posing -- 6.5 Analysis 2: Is it free, semi-structured, or structured?.
6.5.1 Discussion of Analysis 2: Unstructured situations -- 6.6 Analysis 3: Is it a routine or a non-routine problem? -- 6.6.1 Discussion of Analysis 3: Routine and non-routine initial problems -- 6.7 Conclusion -- 6.7.1 Implications for practice -- 6.7.2 Implications for research -- 7 Developing a framework for characterising problem-posing activities: A review -- 7.1 Introduction -- 7.2 What is problem posing? -- 7.2.1 Definition of problem posing -- 7.2.2 Non-posing activities -- 7.3 The proposed framework -- 7.3.1 Dimension 1: Generating and reformulating -- 7.3.2 Dimension 2: Routine and non-routine problems -- 7.3.3 Dimension 3: Metacognitive behaviour -- 7.4 Procedure of the literature review -- 7.5 Qualitative application of the framework -- 7.5.1 Dimension 1: Generating and reformulating -- 7.5.2 Dimension 2: Routine and non-routine problems -- 7.5.3 Dimension 3: Metacognitive behaviour -- 7.6 Quantitative application of the framework -- 7.7 Conclusion and discussion -- 8 The process of problem posing: Development of a descriptive process model of problem posing -- 8.1 Introduction -- 8.2 Theoretical Background -- 8.2.1 Problem Posing -- 8.2.2 Process of problem posing - State of research -- 8.2.3 Research questions -- 8.3 The study -- 8.3.1 Data collection -- 8.3.2 Data evaluation -- 8.4 Results -- 8.4.1 Category development of episode types in problem posing -- 8.4.2 Derivation of a descriptive phase model for problem posing -- 8.5 Discussion -- 9 Identifying metacognitive behavior in problem-posing processes. Development of a framework and a proof of concept -- 9.1 Introduction -- 9.2 Theoretical Background -- 9.2.1 Problem Posing -- 9.2.2 Metacognition -- 9.2.3 Research on Metacognition in Mathematics Education -- 9.2.4 Research on Metacognition in Problem Posing -- 9.3 Research objectives -- 9.4 Methods. 9.4.1 Research design for data collection -- 9.4.2 Data analysis - Assessment of metacognitive behavior -- 9.5 Results -- 9.5.1 Development of a framework for identifying problem-posing-specific aspects of metacognitive behavior -- 9.5.2 Proof of concept: The cases of Tino & -- Ulrich and Valerie & -- Wenke -- 9.6 Discussion -- 9.7 Conclusion -- IV Discussion & -- Outlook -- 10 Summary -- 11 Potential for further research -- (1,2): -- (1,3): -- (1,4): -- (2,3): -- (2,4): -- (3,4): -- V Listings -- Bibliography -- List of Tables -- List of Figures -- VI Appendix -- A Online supplement of journal article 2 -- A.1 List of all 47 included articles included in the review -- A.2 Categorisation of all 47 articles within the developed framework -- B Online supplement of journal article 3. |
| Record Nr. | UNINA-9910631098103321 |
|
Baumanns Lukas
|
||
| Wiesbaden : , : Springer Fachmedien, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical reasoning of children and adults : teaching and learning from an interdisciplinary perspective / / Alina Galvão Spinillo, Síntria Labres Lautert, Rute Elizabete de Souza Rosa Borba, editors
| Mathematical reasoning of children and adults : teaching and learning from an interdisciplinary perspective / / Alina Galvão Spinillo, Síntria Labres Lautert, Rute Elizabete de Souza Rosa Borba, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (324 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics - Study and teaching - Psychological aspects
Ensenyament de la matemàtica Psicologia de l'aprenentatge Educació infantil Educació d'adults |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-69657-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910483926303321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical Thinking [[electronic resource] ] : How to Develop It in the Classroom
| Mathematical Thinking [[electronic resource] ] : How to Develop It in the Classroom |
| Autore | Isoda Masami |
| Pubbl/distr/stampa | Singapore, : World Scientific Publishing Company, 2012 |
| Descrizione fisica | 1 online resource (318 p.) |
| Disciplina | 510.71 |
| Altri autori (Persone) | KatagiriShigeo |
| Collana | Monographs on Lesson Study for Teaching Mathematics and Sciences |
| Soggetto topico |
Effective teaching
Mathematical ability Mathematics -- Study and teaching Mathematics - Study and teaching (Primary) Mathematics Physical Sciences & Mathematics Elementary Mathematics & Arithmetic Mathematics Teaching & Research |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-66949-7
9786613646422 981-4350-85-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preface to the Book; Preface to the Series; Acknowledgements; Contents; Introductory Chapter: Problem Solving Approach to Develop Mathematical Thinking; 1.1 The Teaching Approach as the Result of Lesson Study; 1.1.1 Learning mathematics by/for themselves; 1.1.2 The difference between tasks and problems (problematic); 1.1.3 Teachers' questioning, and changing and adding representations; 1.1.4 Extending the ideas which we have already learned; 1.2 Setting the Activities for Explaining, Listening, Reflecting, and Appreciating in Class; 1.2.1 Structure of Problem Solving Approaches
1.2.2 Diversity of solutions and the objective of the class1.2.3 Comparison based on the problematic; 1.2.4 Using the blackboard for illustrating children's thinking process; 1.3 The Roles of the Curriculum and Textbooks; 1.4 Perspectives for Developing Mathematical Thinking; 1.4.1 Mathematical thinking: a major research topic of lesson study; 1.4.2 Mathematical thinking: a bird's-eye view; References; Part I Mathematical Thinking: Theory of Teaching Mathematics to Develop Children Who Learn Mathematics for Themselves; Chapter 1 Mathematical Thinking as the Aim of Education 1.1 Developing Children Who Learn Mathematics for Themselves1.2 Mathematical Thinking as an Ability to Think and to Make Decisions; 1.3 The Hierarchy of Ability and Thinking; Chapter 2 The Importance of Cultivating Mathematical Thinking; 2.1 The Importance of Teaching Mathematical Thinking; 2.1.1 The driving forces in pursuing knowledge and skills; 2.1.2 Achieving independent thinking and the ability to learn independently; 2.2 Example: How Many Squares Are There?; 2.2.1 The usual lesson process; 2.2.2 Problems with this method; 2.2.3 The preferred method 2.2.4 Mathematical thinking is the key ability hereChapter 3 The Mindset and Mathematical Thinking; 3.1 Mathematical Thinking; 3.1.1 Focus on the mindset: attitude and disposition; 3.1.2 Three variables for thinking mathematically; 3.1.3 Importance of Denotative understanding of mathematical thinking; 3.1.4 Mathematical thinking is the driving force behind knowledge and skills; 3.2 Structure of Mathematical Thinking; Chapter 4 Mathematical Methods; 4.1 Inductive Thinking; Meaning; Examples; Important aspects about teaching inductive thinking; 4.2 Analogical Thinking; Meaning; Examples Important aspects about teaching analogical thinking4.3 Deductive Thinking; Meaning; Examples; Important aspect about teaching deductive thinking; 4.4 Integrative Thinking; Meaning; Type I integration (high-level integration); Type II integration (comprehensive integration); Type III integration (extensional thinking); Example for type I; Example 2 for type II; Example 3 for type III; Important aspects about teaching integrative thinking; 4.5 Developmental Thinking; Meaning; Examples; Important aspects about teaching developmental thinking; 4.6 Abstract Thinking (Abstraction); Meaning Examples |
| Record Nr. | UNINA-9910451574103321 |
|
Isoda Masami
|
||
| Singapore, : World Scientific Publishing Company, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematical Thinking [[electronic resource] ] : How to Develop It in the Classroom
| Mathematical Thinking [[electronic resource] ] : How to Develop It in the Classroom |
| Autore | Isoda Masami |
| Pubbl/distr/stampa | Singapore, : World Scientific Publishing Company, 2012 |
| Descrizione fisica | 1 online resource (318 p.) |
| Disciplina | 510.71 |
| Altri autori (Persone) | KatagiriShigeo |
| Collana | Monographs on Lesson Study for Teaching Mathematics and Sciences |
| Soggetto topico |
Effective teaching
Mathematical ability Mathematics -- Study and teaching Mathematics - Study and teaching (Primary) Mathematics Physical Sciences & Mathematics Elementary Mathematics & Arithmetic Mathematics Teaching & Research |
| ISBN |
1-280-66949-7
9786613646422 981-4350-85-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preface to the Book; Preface to the Series; Acknowledgements; Contents; Introductory Chapter: Problem Solving Approach to Develop Mathematical Thinking; 1.1 The Teaching Approach as the Result of Lesson Study; 1.1.1 Learning mathematics by/for themselves; 1.1.2 The difference between tasks and problems (problematic); 1.1.3 Teachers' questioning, and changing and adding representations; 1.1.4 Extending the ideas which we have already learned; 1.2 Setting the Activities for Explaining, Listening, Reflecting, and Appreciating in Class; 1.2.1 Structure of Problem Solving Approaches
1.2.2 Diversity of solutions and the objective of the class1.2.3 Comparison based on the problematic; 1.2.4 Using the blackboard for illustrating children's thinking process; 1.3 The Roles of the Curriculum and Textbooks; 1.4 Perspectives for Developing Mathematical Thinking; 1.4.1 Mathematical thinking: a major research topic of lesson study; 1.4.2 Mathematical thinking: a bird's-eye view; References; Part I Mathematical Thinking: Theory of Teaching Mathematics to Develop Children Who Learn Mathematics for Themselves; Chapter 1 Mathematical Thinking as the Aim of Education 1.1 Developing Children Who Learn Mathematics for Themselves1.2 Mathematical Thinking as an Ability to Think and to Make Decisions; 1.3 The Hierarchy of Ability and Thinking; Chapter 2 The Importance of Cultivating Mathematical Thinking; 2.1 The Importance of Teaching Mathematical Thinking; 2.1.1 The driving forces in pursuing knowledge and skills; 2.1.2 Achieving independent thinking and the ability to learn independently; 2.2 Example: How Many Squares Are There?; 2.2.1 The usual lesson process; 2.2.2 Problems with this method; 2.2.3 The preferred method 2.2.4 Mathematical thinking is the key ability hereChapter 3 The Mindset and Mathematical Thinking; 3.1 Mathematical Thinking; 3.1.1 Focus on the mindset: attitude and disposition; 3.1.2 Three variables for thinking mathematically; 3.1.3 Importance of Denotative understanding of mathematical thinking; 3.1.4 Mathematical thinking is the driving force behind knowledge and skills; 3.2 Structure of Mathematical Thinking; Chapter 4 Mathematical Methods; 4.1 Inductive Thinking; Meaning; Examples; Important aspects about teaching inductive thinking; 4.2 Analogical Thinking; Meaning; Examples Important aspects about teaching analogical thinking4.3 Deductive Thinking; Meaning; Examples; Important aspect about teaching deductive thinking; 4.4 Integrative Thinking; Meaning; Type I integration (high-level integration); Type II integration (comprehensive integration); Type III integration (extensional thinking); Example for type I; Example 2 for type II; Example 3 for type III; Important aspects about teaching integrative thinking; 4.5 Developmental Thinking; Meaning; Examples; Important aspects about teaching developmental thinking; 4.6 Abstract Thinking (Abstraction); Meaning Examples |
| Record Nr. | UNINA-9910779014503321 |
|
Isoda Masami
|
||
| Singapore, : World Scientific Publishing Company, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
