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Intellectual development and mathematics learning / / Chongde Lin
Intellectual development and mathematics learning / / Chongde Lin
Autore Lin Chongde
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Singapore : , : Springer, , [2023]
Descrizione fisica 1 online resource (277 pages)
Disciplina 378.16913094248
Soggetto topico Learning, Psychology of
Mathematics - Study and teaching - Psychological aspects
Ensenyament de la matemàtica
Psicologia de l'aprenentatge
Soggetto genere / forma Llibres electrònics
ISBN 9789811987571
9789811987564
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part I The Mystery of Intelligence -- Chapter 1: The Nature of Intelligence -- Chapter 2: The Laws of Intellectual Development and Mathematics Learning -- Chapter 3: Intelligence and Creativity -- Part II Mathematics Is the Gymnastics of Human Thinking -- Chapter 4: The Complete Structure of Mathematical Thinking -- Chapter 5: The Development of Students’ Thinking Skills in Arithmetic -- Chapter 6: Differences in the Intellectual Qualities of Students in Arithmetic and Their Development -- Part III The Development of Mathematical Abilities of Children and Adolescents -- Chapter 7: Preschool Children’s Algorithm Thinking Ability and the Early Education of Mathematics -- Chapter 8: Mathematics Learning and Intellectual Development of Elementary School Students -- Chapter 9: Mathematics Learning and Intellectual Development of Middle School Students.
Record Nr. UNINA-9910686782203321
Lin Chongde  
Singapore : , : Springer, , [2023]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
The International Commission on Mathematical Instruction, 1908-2008: People, Events, and Challenges in Mathematics Education / / edited by Fulvia Furinghetti, Livia Giacardi
The International Commission on Mathematical Instruction, 1908-2008: People, Events, and Challenges in Mathematics Education / / edited by Fulvia Furinghetti, Livia Giacardi
Autore Furinghetti Fulvia
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022
Descrizione fisica 1 online resource (754 pages)
Disciplina 510.71
Collana International Studies in the History of Mathematics and its Teaching
Soggetto topico Mathematics - Study and teaching 
Mathematics
History
Education - History
Social history
Mathematics Education
History of Mathematical Sciences
History of Education
Social History
Ensenyament de la matemàtica
Història de la matemàtica
Soggetto genere / forma Llibres electrònics
ISBN 3-031-04313-8
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Preface -- Introduction: An outline of the history of ICMI, including the table of the ICMI officers -- Chapter 1: Foundation of ICMI and early period up to WW1 -- Historical context -- Portraits -- Chapter 2: ICMI between the two World Wars: crisis and dissolution in 1920-21 and ephemeral rebirth in Bologna 1928 -- Historical context -- Portraits -- Chapter 3: The rebirth in 1952 as a permanent sub-commission of the IMU -- Historical context -- Portraits -- Chapter 4: The Renaissance in the late 1960s and consolidation -- Historical context -- Portraits -- Chapter 5: Gaining autonomy from IMU and new trends in ICMI action -- Historical context -- Portraits -- Chapter 6: Eminent Figures in the first century of ICMI -- Portraits -- Beke Emanuel -- Bioche Charles -- Boulad Bey Farid Youssef -- Dickstein Samuel -- Enriques Federigo -- Laisant Charles-Anges -- Loria Gino -- Petrović Mihailo -- Wirtinger Wilhelm -- Epilogue -- Appendices.
Record Nr. UNINA-9910647385803321
Furinghetti Fulvia  
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
The learning and development of mathematics teacher educators : international perspectives and challenges / / edited by Merrilyn Goos, Kim Beswick
The learning and development of mathematics teacher educators : international perspectives and challenges / / edited by Merrilyn Goos, Kim Beswick
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2021]
Descrizione fisica 1 online resource (472 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 3-030-62408-0
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Acknowledgments -- Contents -- Contributors -- Editor and Author Biographies -- Editors -- Authors -- Chapter 1: Introduction: The Learning and Development of Mathematics Teacher Educators -- 1.1 Rationale -- 1.2 Who Is a Mathematics Teacher Educator? -- 1.3 Structure of the Book -- 1.3.1 Theme 1: The Nature of Mathematics Teacher Educator Expertise -- 1.3.1.1 Questions Addressed by Theme 1 Chapters -- 1.3.2 Theme 2: Learning and Developing as a Mathematics Teacher Educator -- 1.3.2.1 Questions Addressed by Theme 2 Chapters -- 1.3.3 Theme 3: Methodological Challenges in Researching Mathematics Teacher Educator Expertise, Learning, and Development -- 1.3.3.1 Questions Addressed by Theme 3 Chapters -- 1.3.4 Commentary Chapters -- 1.4 Contributions to Advancing the Field -- References -- Part I: The Nature of Mathematics Teacher Educator Expertise -- Chapter 2: What Do Mathematics Teacher Educators Need to Know? Reflections Emerging from the Content of Mathematics Teacher Education -- 2.1 Introduction -- 2.2 Mathematics Teacher Educator Knowledge -- 2.3 Mathematical Knowledge -- 2.4 Knowledge About Teachers' PCK -- 2.5 Knowledge About Mathematics Teaching Practices and Skills -- 2.6 Knowledge About Professional Identity -- 2.7 Pedagogical Content Knowledge: What Does 'Content' Mean Here? -- 2.8 Knowledge of the Features of the Professional Development of Mathematics Teachers -- 2.9 Knowledge of Teaching the Content of Initial Mathematics Teacher Education Programmes -- 2.10 Knowledge of the Standards of Mathematics Teacher Education Programmes -- 2.11 Three Profiles of MTE -- 2.12 Concluding Remarks -- References -- Chapter 3: Applying the Knowledge Quartet to Mathematics Teacher Educators: A Case Study Undertaken in a Co-teaching Context -- 3.1 Introduction -- 3.2 Review of Literature -- 3.2.1 Mathematical Knowledge for Teaching.
3.3 Theoretical Framework -- 3.3.1 The Knowledge Quartet -- 3.4 Methodology -- 3.5 Results and Discussion -- 3.5.1 Lesson Episode 1: Algebraic Thinking -- 3.5.1.1 Lesson Observations -- 3.5.1.2 Post-lesson Data -- 3.5.1.3 Post-lesson Reflections: Co-teachers -- 3.5.2 Lesson Episode 2: Measurement -- 3.5.2.1 Post-lesson Data -- 3.5.2.2 Links to the Knowledge Quartet -- 3.5.2.3 Foundation -- 3.5.2.4 Transformation -- 3.5.2.5 Connection -- 3.5.2.6 Contingency -- 3.6 Conclusions and Implications -- References -- Chapter 4: The Research Mathematicians in the Classroom: How Their Practice Has Potential to Foster Student Horizon -- 4.1 Undergraduate Studies in Mathematics and the Teaching Profession: Teachers' Mathematical Horizon -- 4.2 Research Mathematicians' Teaching Practices that Have Potential Implications on Teacher Education Programmes -- 4.3 Research Mathematicians' Teaching Practices with the Potential to Foster Students' Horizon -- 4.3.1 Methodology and Settings -- 4.3.2 Teaching Work on Fostering Student Horizon -- 4.4 Drawing on Examples -- 4.5 Connecting Mathematical Areas -- 4.6 Visualising -- 4.7 Simplifying -- 4.7.1 In a Nutshell -- 4.8 Implications for Mathematics Teacher Education -- References -- Chapter 5: Pedagogical Tasks Toward Extending Mathematical Knowledge: Notes on the Work of Teacher Educators -- 5.1 Introduction -- 5.2 Script-Writing in Mathematics Education -- 5.3 The Usage-Goal Framework -- 5.4 Context for the Examples -- 5.5 Example 1: Functions, Not Just Linear -- 5.5.1 The Scripting Task: Functions -- 5.5.2 Snapshots from the Scripts: Functions -- 5.5.2.1 On the Notion of Function -- 5.5.2.2 Polynomial Expressions -- 5.5.3 Follow-Up Activities: Functions -- 5.5.3.1 Function Definition -- 5.5.3.2 Fitting Polynomials -- 5.6 Example 2: Irrational Exponents, Not Just with a Calculator.
5.6.1 The Scripting Task: Irrational Exponents -- 5.6.2 Snapshots from the Scripts: Irrational Exponents -- 5.6.2.1 Irrationals Can Only Be Approximated -- 5.6.2.2 Attempting to Make Sense of Irrational Exponents with the Use of Graphs -- 5.6.3 Follow-Up Activities: Irrational Exponents -- 5.6.3.1 Finding Irrational Numbers on the Number Line -- 5.6.3.2 Graphing Rational Exponents -- 5.7 Conclusion -- References -- Chapter 6: Characterisation of Mathematics Teacher Educators' Knowledge in Terms of Teachers' Professional Potential and Challenging Content for Mathematics Teachers -- 6.1 Introduction -- 6.2 Background -- 6.2.1 Students' Mathematical Potential as Challenging Content for MTs -- 6.2.2 MTs' and MTEs' Proficiency as a Function of Varying Mathematical Challenge -- 6.3 Framing Challenging Content for MTs Using Mathematical Challenge and Mathematical Potential -- 6.4 MTEs' Knowledge and Skills in Terms of MTs' Professional Potential and Challenging Content for MTs -- References -- Chapter 7: Learning to Teach Mathematics: How Secondary Prospective Teachers Describe the Different Beliefs and Practices of Their Mathematics Teacher Educators -- 7.1 Beliefs About Mathematics and Mathematics Teaching -- 7.2 This Study -- 7.3 Survey Results and Discussion -- 7.3.1 Beliefs About Mathematics -- 7.3.2 Beliefs About Teaching Mathematics -- 7.4 Beliefs About Learning Mathematics -- 7.4.1 Differences Between the Beliefs of Subgroups of MTEs and Between MTEs and Prospective Teachers -- 7.5 Differences Related to MTEs' Qualifications -- 7.6 Interviews with MTEs and Prospective Teachers -- 7.6.1 The Case of Ryan -- 7.6.2 The Case of Paul -- 7.6.3 The Case of Sam -- 7.6.4 Discussion of the MTE Cases -- 7.6.5 Prospective Teachers' Views on Mathematics Teaching -- 7.7 Conclusions -- References -- Part II: Learning and Developing as a Mathematics Teacher Educator.
Chapter 8: Supporting Mathematics Teacher Educators' Growth and Development Through Communities of Practice -- 8.1 Background -- 8.2 Forming the Community of Practice -- 8.3 Theoretical Framings -- 8.3.1 Reflection and Inquiry -- 8.3.2 Mathematical Knowledge for Teaching -- 8.4 Our CoP Processes -- 8.5 What Did We Learn? -- 8.5.1 Mathematics Content Knowledge -- 8.5.2 Working with Young Adult Learners -- 8.5.3 Thinking About Our Questioning -- 8.5.4 Learning from Our Community of Practice -- 8.6 Communities of Practice in the MTE Community -- 8.7 Conclusions -- References -- Chapter 9: Artifact-Enhanced Collegial Inquiry: Making Mathematics Teacher Educator Practice Visible -- 9.1 The Methods Course -- 9.1.1 General Information -- 9.1.2 Cycle of Enactment and Investigation -- 9.1.3 Contemplate then Calculate (CtC) -- 9.2 Theoretical Perspective -- 9.3 Artifact-Enhanced Collegial Inquiry (ACI) -- 9.4 Illustrating ACI -- 9.4.1 Phase 1: Proposing and Negotiating the Focus of Inquiry Within MTE Practice -- 9.4.2 Phase 2: Reconstructing and Enhancing the Focus of Inquiry with Artifacts -- 9.4.3 Phase 3: Consolidating and Projecting Forward from Focal Analysis to Future MTE Practice -- 9.4.4 Coda -- 9.5 Discussion -- References -- Chapter 10: Working with Awareness as Mathematics Teacher Educators: Experiences to Issues to Actions -- 10.1 Introduction -- 10.2 Background Ideas -- 10.2.1 Working with Awarenesses -- 10.2.2 Metacommunication -- 10.2.3 Second-Person Perspectives -- 10.3 A Way of Working: Experiences to Issues to Actions (Laurinda) -- 10.3.1 Story: Planning for the 4-Minute Workshop -- 10.3.1.1 Task 1: Limitations We Put on Ourselves -- 10.3.1.2 Task 2: What to Do When Students Have Finished? -- 10.3.1.3 Task 3: What's the Purpose of the Activity? -- 10.4 Current Stories and Discussions of Planning -- 10.4.1 Alf: Session on Using ICT.
10.4.2 Tracy: Session on "Algebra" -- 10.4.3 Julian: Session on "Assessment" -- 10.5 Reflecting on Similarities and Differences in the Learning of Prospective Teachers and MTEs -- 10.6 Layers of Awareness -- References -- Chapter 11: Mapping the Territory: Using Second-Person Interviewing Techniques to Narratively Explore the Lived Experience of Becoming a Mathematics Teacher Educator -- 11.1 Introduction -- 11.2 Theoretical Underpinnings -- 11.2.1 Being an Enactivist -- 11.2.2 What Is Learning? -- 11.2.3 Second-Person Interviewing -- 11.3 Methodology and Methods -- 11.3.1 Using the Protocol for Second-Person Interviewing -- 11.3.2 Stabilising Attention -- 11.3.3 Turning the Attention from What to How? -- 11.3.4 Moving from a General Representation to a Singular Experience -- 11.3.5 Getting to New Basic-Category Labels -- 11.4 Case Study Written by Alistair: Becoming a Mathematics Teacher Educator -- 11.4.1 Narrative for Strapline: Setting Up the Culture -- 11.5 Discussion of Case Study -- 11.6 Multiple Perspectives -- 11.6.1 Strapline: Setting Up the Culture -- 11.6.2 Thoughts on Similarities and Differences for Setting Up the Culture -- 11.6.3 Strapline: Listening and Listening for -- 11.6.4 Thoughts on Similarities and Differences for Listening and Listening for -- 11.7 Final Discussion -- References -- Chapter 12: From Researcher in Pure Mathematics to Primary School Mathematics Teacher Educator -- 12.1 Introduction -- 12.2 Teacher Education in Norway -- 12.3 Literature on Becoming a Mathematics Teacher Educator -- 12.4 Methodology: Inner Research and Self-Study -- 12.5 Investigation of MTE Learning Within a Four-Dimensional Framework -- 12.5.1 Knowledge and Learning -- 12.5.2 Inquiry and Reflection -- 12.5.3 Insider and Outsider -- 12.5.4 Individual and Community -- 12.6 Conclusion -- References.
Chapter 13: Shaping our Collective Identity as Mathematics Teacher Educators.
Record Nr. UNINA-9910484137603321
Cham, Switzerland : , : Springer, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
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Learning mathematics in the context of 3D printing : proceedings of the international symposium on 3D printing in mathematics education / / edited by Frederik Dilling, Felicitas Pielsticker, and Ingo Witzke
Learning mathematics in the context of 3D printing : proceedings of the international symposium on 3D printing in mathematics education / / edited by Frederik Dilling, Felicitas Pielsticker, and Ingo Witzke
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Wiesbaden, Germany : , : Springer Spektrum, , [2022]
Descrizione fisica 1 online resource (322 pages)
Disciplina 780
Collana MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung
Soggetto topico Mathematics
Ensenyament de la matemàtica
Innovacions tecnològiques
Impressió 3D
Soggetto genere / forma Congressos
Llibres electrònics
ISBN 3-658-38867-6
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto 3D Printing in Mathematics Education—A Brief Introduction -- 3D Transformations for Architectural Models as a Tool for Mathematical Learning -- DiASper – Increasing the skills on occupationally relevant digital technologies among young people in Southern Denmark and the federal state of Schleswig-Holstein (Northern Germany) -- Vignettes of Research on the Promise of Mathematical Making in Teacher Preparation -- Plane tessalation -- The Platonic solids -- Doing Mathematics with 3D Pens: Five Years of Research on 3D Printing Integration in Mathematics Classrooms -- Possibilities for STEAM Teachers using 3D modelling and 3D printing -- “I cannot simply insert any number there. That does not work” - A case study on the insertion aspect of variables -- Coding in the context of 3D printing. -- Modelling and 3D-printing architectural models - A way to develop STEAM projects for mathematics classrooms -- Interfaces in Learning Mathematics Using 3D Printing Technology -- Mathematical Drawing Instruments and 3D Printing – (Re)designing and Using Pantographs and Integraphs in the Classroom -- 3D-Printing in Calculus Education—Concrete Ideas for the Hands-on Learning of Derivatives and Integral -- Maistaeder.
Record Nr. UNINA-9910678260703321
Wiesbaden, Germany : , : Springer Spektrum, , [2022]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Learning mathematics in the context of 3D printing : proceedings of the international symposium on 3D printing in mathematics education / / edited by Frederik Dilling, Felicitas Pielsticker, and Ingo Witzke
Learning mathematics in the context of 3D printing : proceedings of the international symposium on 3D printing in mathematics education / / edited by Frederik Dilling, Felicitas Pielsticker, and Ingo Witzke
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Wiesbaden, Germany : , : Springer Spektrum, , [2022]
Descrizione fisica 1 online resource (322 pages)
Disciplina 780
Collana MINTUS – Beiträge zur mathematisch-naturwissenschaftlichen Bildung
Soggetto topico Mathematics
Ensenyament de la matemàtica
Innovacions tecnològiques
Impressió 3D
Soggetto genere / forma Congressos
Llibres electrònics
ISBN 3-658-38867-6
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto 3D Printing in Mathematics Education—A Brief Introduction -- 3D Transformations for Architectural Models as a Tool for Mathematical Learning -- DiASper – Increasing the skills on occupationally relevant digital technologies among young people in Southern Denmark and the federal state of Schleswig-Holstein (Northern Germany) -- Vignettes of Research on the Promise of Mathematical Making in Teacher Preparation -- Plane tessalation -- The Platonic solids -- Doing Mathematics with 3D Pens: Five Years of Research on 3D Printing Integration in Mathematics Classrooms -- Possibilities for STEAM Teachers using 3D modelling and 3D printing -- “I cannot simply insert any number there. That does not work” - A case study on the insertion aspect of variables -- Coding in the context of 3D printing. -- Modelling and 3D-printing architectural models - A way to develop STEAM projects for mathematics classrooms -- Interfaces in Learning Mathematics Using 3D Printing Technology -- Mathematical Drawing Instruments and 3D Printing – (Re)designing and Using Pantographs and Integraphs in the Classroom -- 3D-Printing in Calculus Education—Concrete Ideas for the Hands-on Learning of Derivatives and Integral -- Maistaeder.
Record Nr. UNISA-996518465103316
Wiesbaden, Germany : , : Springer Spektrum, , [2022]
Materiale a stampa
Lo trovi qui: Univ. di Salerno
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Mathematical Challenges For All / / edited by Roza Leikin
Mathematical Challenges For All / / 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 Cognition and Understanding : Perspectives on Mathematical Minds in the Elementary and Middle School Years / / edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos
Mathematical Cognition and Understanding : Perspectives on Mathematical Minds in the Elementary and Middle School Years / / edited by Katherine M. Robinson, Adam K. Dubé, Donna Kotsopoulos
Autore Robinson Katherine M
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023
Descrizione fisica 1 online resource (285 pages)
Disciplina 372.7019
Altri autori (Persone) DubéAdam K
KotsopoulosDonna
Soggetto topico Mathematics—Study and teaching
Educational psychology
Education
Children
Mathematics Education
Educational Psychology
Childhood Education
Ensenyament de la matemàtica
Educació primària
Educació secundària
Cognició en els infants
Soggetto genere / forma Llibres electrònics
Soggetto non controllato Mathematics
ISBN 3-031-29195-6
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto 1. An Introduction to Mathematical Cognition and Understanding in the Elementary and Middle School Years -- Part I. Cognitive Factors -- 2. Infusing spatial thinking into elementary and middle school mathematics: What, why, and how? -- 3. Understanding the relationship between attention, executive functions, and mathematics: Using a function-specific approach for understanding and remediating mathematics learning -- 4. Instructional support for fact fluency among students with mathematics difficulties -- 5. The development of arithmetic strategy use in the brain -- 6. The role of neuropsychological processes in mathematics: Implications for assessment and instruction -- 7. The interplay between motivation and cognition in elementary and middle school mathematics -- 8. Design principles for digital mathematical games that promote positive achievement emotions and achievement -- Part II. Mathematical Understanding -- 9. The number line in the elementary classroom as a vehicle for mathematical understanding -- 10. Longitudinal approaches to investigating arithmetic concepts across the elementary and middle school years -- 11. Obstacles in the development of the understanding of fractions -- 12. The role of groundedness and attribute on students’ partitioning of quantity -- 13. Designing worked examples to teach students fractions -- 14. Developing fraction sense in students with mathematics difficulties: From research to practice -- Index.
Record Nr. UNINA-9910728938003321
Robinson Katherine M  
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 / / edited by Uffe Thomas Jankvist, Eirini Geraniou
Mathematical Competencies in the Digital Era / / 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
Jankvist Uffe Thomas  
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
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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. UNINA-9910633916803321
Cham, Switzerland : , : Springer, , [2022]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui