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Mathematics Curriculum Reforms Around the World [[electronic resource] ] : The 24th ICMI Study / / edited by Yoshinori Shimizu, Renuka Vithal
Mathematics Curriculum Reforms Around the World [[electronic resource] ] : The 24th ICMI Study / / edited by Yoshinori Shimizu, Renuka Vithal
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023
Descrizione fisica 1 online resource (XVII, 584 p. 1 illus.)
Disciplina 510.71
Collana New ICMI Study Series
Soggetto topico Mathematics—Study and teaching
Education—Curricula
International education
Comparative education
Mathematics
Mathematics Education
Curriculum Studies
International and Comparative Education
General Mathematics and Education
Ensenyament de la matemàtica
Currículums (Ensenyament)
Reforma de l'educació
Soggetto genere / forma Llibres electrònics
ISBN 3-031-13548-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Foreword: Frederick Leung -- International Program Committee -- Part I: Introduction to ICMI Study 24: 1: School Mathematics Curriculum Reforms: Widespread Practice but Under-researched in Mathematics Education: Yoshinori Shimizu and Renuka Vithal -- 2: School Mathematics: A Bipolar Subject: Jeremy Kilpatrick -- Part II: Theme A - Learning from the Past: Driving Forces and Barriers Shaping Mathematics Curriculum Reforms: 3: Introduction: Marianna Bosch and Niamh O’Meara -- 4: International Co-operation and Influential Reforms: Katalin Gosztonyi, Marja van den Heuvel-Panhuizen, Naomichi Makinae, Shizumi Shimizu and Marc van Zanten -- 5: Learning from the Past: Case Studies of Past ‘Local’ Curriculum Reforms: Niamh O’Meara and Jasmina Milinkovic -- 6: The Role of Values and Culture in Past Mathematics Curriculum Reforms: Maria Bartolini Bussi, Jasmina Milinkovic and Zahra Gooya -- 7: Curriculum Reforms and the Construction of the Knowledge to be Taught: Marianna Bosch, Thu-Huong Vu-Nhu and Dyana Wijayanti -- 8: Conclusion: Final Considerations: Driving Forces and Barriers Affecting Curriculum Reforms: Marianna Bosch and Niamh O’Meara -- Part III: Theme B – Analysing School Mathematics Curriculum Reforms for Coherence and Relevance: 9: Introduction: Will Morony -- 10: Coherence in a Range of Mathematics Curriculum Reforms: Will Morony -- 11: Coherence and Relevance Relating to Mathematics and Other Disciplines: Simon Modeste, Joaquín Giménez, José Luis Lupiáñez, Jaime Carvalho e Silva and Nga Nguyen Thi -- 12: Coherence and Relevance of Materials and Technologies to Support Mathematics Curriculum Reforms: Jennie Golding -- 13: What Theories and Methodologies Are Appropriate for Studying Phenomena Related to Mathematics Curriculum Reforms?: Berta Barquero, Britta Eyrich Jessen, Juan Ruiz-Hidalgo and Jennie Golding -- 14: Conclusion: Achieving Coherence and Relevance in Mathematics Curriculum Reforms: Some Guiding Principles: Will Morony -- Part IV: Theme C – Implementation of Reformed Mathematics Curricula Within and Across Different Contexts and Traditions -- 15: Introduction: Angel Ruiz -- 16: A First Exploration to Understand Mathematics Curricula Implementation: Results, Limitations and Successes: Angel Ruiz, Mogens Niss, Michèle Artigue, Yiming Cao and Enriqueta Reston -- 17: Towards a Model for Monitoring and Evaluating Curricular Reforms: Steve Thornton, Maitree Inprasitha, Angel Ruiz, Masami Isoda, Narumon Changsri and Kristen Tripet -- 18: Teachers, Resources, Assessment Practices: Role and Impact on the Curricular Implementation Process: Alf Coles, Luis Rodríguez-Muñiz, Ida Ah Chee Mok, Angel Ruiz, Ronnie Karsenty, Francesca Martignone, Iman Osta, Federica Ferretti and Thi Tan An Nguyen -- 19: Conclusion: ‘Laws’ of Curriculum Implementation and the Future in which We Are Living: Angel Ruiz -- Part V: Theme D – Globalisation and Internationalisation and their Impacts on Mathematics Curriculum Reforms -- 20: Introduction: Max Stephens, Djordje Kadijevich, Mogens Niss, Nadia Azrou and Yukihiko Namikawa -- 21: The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform: Merrilyn Goos and Kathy O’Sullivan -- 22: Impacts of TIMSS and PISA on Mathematics Curriculum Reforms: Djordje Kadijevich, Max Stephens, Armando Solares-Rojas and Raisa Guberman -- 23: Emergence of Computational/Algorithmic Thinking and its Impact on the Mathematics Curriculum: Djordje Kadijevich, Max Stephens and Abolfazl Rafiepour -- 24: Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum: Max Stephens, Merrilyn Goos and Djordje Kadijevich -- Part VI: Theme E – Agents and Processes of Curriculum Design, Development and Reforms in School Mathematics: 25: Introduction: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello -- 26: Case Studies in Agents and Processes of Mathematics Curriculum Development and Reform: Iman Osta, Fidel Oteiza, Peter Sullivan and John Volmink -- 27: Modelling Curriculum Reforms: A System of Agents, Processes and Objects: Ellen Jameson and Janette Bobis -- 28: Boundary in Curriculum Reform: Alon Pinto and Jason Cooper -- 29: Teacher Professional Identity and Curriculum Reform: Stephen Quirke, Lorena Espinoza and Gérard Sensevy -- 30: Conclusion: Implications for Active Curriculum Reform Work and Future Research: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello -- Part VII: International Perspectives and Influences on School Mathematics Curriculum Reforms: 31: Introduction: Yoshinori Shimizu and Renuka Vithal -- 32: OECD Learning Compass 2030: Implications for Mathematics Curricula: Miho Taguma, Kelly Makowiecki and Florence Gabriel -- 33: Making Sense of Mathematics and Making Mathematics Make Sense: William McCallum -- 34: School Mathematics Curriculum Reforms: Insights and Reflections: Berinderjeet Kaur -- Part VIII: Commentaries on ICMI Study 24: 35: Introduction: Renuka Vithal and Yoshinori Shimizu -- 36: Language of Teaching and Learning and School Mathematics Curriculum Reform: Tensions in Equity and Access: Anjum Halai -- 37: A Cultural–Political Reading of School Mathematics Curriculum Reform: Paola Valero -- Part IX: Conclusion to ICMI Study 24: 38: Key Messages and Lessons from Mathematics Curriculum Reforms around the World: Renuka Vithal and Yoshinori Shimizu -- Afterword: Jill Adler -- Subject Index / Author Index.
Record Nr. UNINA-9910731412803321
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Mathematics education in a neocolonial country : the case study of Papua New Guinea / / Patricia Paraide, [and four others]
Mathematics education in a neocolonial country : the case study of Papua New Guinea / / Patricia Paraide, [and four others]
Autore Paraide Patricia
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2022]
Descrizione fisica 1 online resource (503 pages)
Disciplina 929.374
Collana History of Mathematics Education
Soggetto topico Education - Political aspects
Ensenyament de la matemàtica
Política educativa
Soggetto genere / forma Llibres electrònics
ISBN 3-030-90994-8
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Chapter 1: Introduction -- Chapter 2: Mathematics Education Before European Influence -- Chapter 3: The Early Colonial Period and Between the Wars -- Chapter 4: Before and After Independence: Community Schools, Secondary and Tertiary Education -- Chapter 5: The Reform Period and Re-Reform : Elementary Schools and Vernacular Education -- Chapter 6: Higher Education: University Mathematics, Technology Education, Teacher Education and Research -- Chapter 7: Mathematics Education and Language -- Chapter 8: Colonisation, Post-Colonisation, Aid, Gender Equity, and Glocalisation -- Chapter 9: Major Themes in the History of Mathematics Education in Papua New Guinea.
Record Nr. UNINA-9910644261703321
Paraide Patricia  
Cham, Switzerland : , : Springer, , [2022]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Mathematics education in Africa : the fourth industrial revolution / / Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho, editors
Mathematics education in Africa : the fourth industrial revolution / / Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho, editors
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2022]
Descrizione fisica 1 online resource (342 pages)
Disciplina 510.71
Soggetto topico Mathematics - Study and teaching
Ensenyament de la matemàtica
Soggetto genere / forma Llibres electrònics
ISBN 3-031-13927-5
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- References -- Preface -- Contents -- About the Editors and Contributors -- About the Editors -- About the Contributors -- Chapter 1: Is Africa Ready for the Fourth Industrial Revolution? -- Introduction -- Purpose and Research Questions -- Literature Review -- ICT Integration in Mathematics Education in Some African Countries -- The Benefits Gained for Learners Taught Through Technology-Based Instructions -- Methodology -- Readiness in Teaching and learning STEM Subjects and Other Subjects During the 4IR -- Challenges That Hinder African Countries from Getting Ready for the 4IR in Teaching Mathematics -- The Lack of Training on Professional Development Towards ICT to Embrace the 4IR Era -- Mathematics Curricula That Are Not Designed to Accommodate Changes for the 4IR -- The Potential Solutions for Mathematics Education Ready for the 4IR -- Conclusion -- Appendix: The Reviewed Studies on the Readiness of Education and Mathematics Education in Africa for the 4IR -- References -- Chapter 2: Can the Fourth Industrial Revolution Resolve Why the Teaching of Mathematics in the Current Paradigm Continues to Be Decontextualised and Ineffective -- Introduction -- Historical Implications of the Mathematics Curriculum in Southern Africa -- Decolonising the Mathematics Curriculum Through the Place-Based Mathematics -- Number, Operations and Relationships -- Patterns, Functions and Algebra -- Space and Shape -- Measurement -- Data Handling -- The Influence of Problem-Solving Skills and Competences in Decolonising the Mathematics Curriculum -- Difficulties of Learning Mathematics in the Current Curriculum -- Difficulties of Teaching Mathematics in the Current Curriculum -- Addressing Errors and Misconceptions Through Curriculum Review -- What Is the Fourth Industrial Revolution Mathematics Curriculum? -- Conclusion -- References.
Chapter 3: Alignment and Gaps of the Competency-Based Mathematics Curriculum and the Fourth Industrial Revolution -- Introduction -- The Fourth Industrial Revolution in Africa -- Rationale for Prioritizing Education -- Why Mathematics Education? -- Soft Skill Competencies in Select African Countries -- Zambia -- Rwanda -- Kenya -- Cameroon -- Ghana -- Tanzania -- Opportunities and Challenges -- Conclusion and Way Forward -- References -- Chapter 4: Mathematics Educators' Readiness for Online Education in the Fourth Industrial Revolution: A Case of Two Selected Universities in Ethiopia -- Introduction -- Problem Statement -- Literature Review -- The Stages of Education Versus Industrial Revolution World Views -- Ethiopian Education During the Period of COVID-19 -- Use of e-Learning Platforms in 4IR -- Elements of 4IR -- Theoretical Model -- Methodology -- Research Design -- Participants and Sample Size -- Data Collection Instruments -- Data Analysis -- Results -- Mathematics Teachers' Backgrounds Influence e-Learning/Online Education in Their Classrooms in the 4IR Era -- Mathematics Teachers' e-Readiness to Implement e-Learning -- Psychological Readiness -- Sociological Readiness -- Environmental Readiness -- Human Resource Readiness, Financial and Course Content Items -- Technological Skills -- Conclusion and Future Direction -- Future Direction -- References -- Chapter 5: Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready? -- Introduction -- The Fourth Industrial Revolution and Implication for Mathematics Education -- Teaching Mathematics in the 4IR Era -- Theoretical Framework -- Gender and 4IR Tools Adoption -- Teachers' Age and 4IR Tools Adoption -- Methodology -- Institutional Review Board Statement -- Results -- Discussion -- Conclusions and Recommendations -- References.
Chapter 6: Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands of the Fourth Industrial Revolution -- Introduction -- The Fourth Industrial Revolution -- Features of the Fourth Industrial Revolution -- Artificial Intelligence (AI) -- Robotics -- Three-Dimensional (3D) Printing -- Computational Thinking (CT) -- Augmented Reality (AR) and Virtual Reality (VR) -- The Internet of Things (IoT) -- The Fourth Industrial Revolution and Mathematics Education -- Methodology -- Findings and Discussion -- Content -- Competences -- Teaching-Learning Methods -- Technology -- Infrastructure -- Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align with the Fourth Industrial Revolution Requirements -- Collaboration Activities -- New Literacies -- Mathematics Learning Factories -- Problem-Based Learning -- Infrastructure Relevant to Mathematics Teaching and Learning in the Fourth Industrial Revolution -- Conclusion -- References -- Chapter 7: Mathematics Teachers' Self-Efficacy in Using Problem-Based Learning for the Fourth Industrial Revolution -- Introduction -- Literature Review -- The Fourth Industrial Revolution -- Problem-Based Learning -- Teacher Self-Efficacy -- Theoretical Framework -- Research Methodology -- Research Design and Paradigm -- Participants and Sampling Techniques -- Research Instruments -- Procedures of Data Collection -- Data Analysis -- Results and Discussions -- Teachers' Knowledge -- Teaching Practices -- Difficulties While Implementing PBL -- Conclusion and Recommendation -- References -- Chapter 8: Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Industrial Revolution Possibility -- Introduction -- Literature Review -- The Problem -- Methodology -- Theoretical and Conceptual Frameworks.
Assessment as Learning with Computer Adaptive Learning as a 4IR Application in Education -- Conclusion and Recommendations -- References -- Chapter 9: Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools -- Introduction -- Literature Review -- Philosophy of Mathematics Education -- An Overview of Mathematics Education and the Fourth Industrial Revolution -- Method of Teaching Mathematics in Rwanda in 4IR -- Challenges Encountered by Teachers During Teaching Mathematics in 4IR -- Research Questions -- Methodology -- Findings and Discussion -- Challenges of Teaching Mathematics in 4IR -- Potential Solutions to the Challenges of Teaching and Learning Mathematics -- Mathematics Challenging Topics Difficult to Teach -- Conclusion and Implication -- References -- Chapter 10: Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers' Collaborative Autoethnographic Experiences -- Introduction -- Literature Review: Understanding Remote Learning in Higher Education -- Mathematics Education in 4IR -- Community of Inquiry and Online Learning -- Methodology -- Data Collection and Analysis in Collaborative Autoethnography -- Ethics on Collaborative Autoethnography -- Findings and Discussion: Emerging Realities -- Remote Student Support Through e-Tutoring in a Community of Inquiry -- Students' Response to an Online Support System -- Assessing Students Online -- Collaboration: Multiple Streams of Cheating -- Conclusion -- Recommendations -- Limitations -- References -- Chapter 11: Fault Lines in Designing Learning Activities for Practising Mathematics Teachers: An Autoethnographic Account -- Opening -- A Brief Note on the Fourth Industrial Revolution and Mathematics Education -- A Perspective on the Research Canon-The Approach.
My Experience with Story-Telling -- The Spark -- Fault Lines of My CPD Facilitation Regarding Getting Teachers to Design an Activity -- Towards an Activity -- A Mere Activity is Not Enough for Teacher Learning -- The Teacher Learning Goal -- Thinking and Learning in Which Teachers Might Engage (Anticipations) and the Types of Questions to Be Asked to Spur Teachers' Thinking -- Guidelines for Implementing the Teacher Learning Activity -- A Light Shock -- Conclusions -- References -- Chapter 12: Teaching Mathematics in the Fourth Industrial Revolution: Instances of Instrumental Orchestration When a Teacher Integrates GeoGebra in Solving Linear Inequalities -- Introduction -- Problem Statement and Research Question -- Theoretical Underpinnings -- Data Collection and Analysis -- Results and Discussion -- Guiding Teachers in Making Technology Integration Decisions -- A New Learning Ecology -- Teacher Concerns -- Recommendations -- Conclusion -- References -- Chapter 13: Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms -- Introduction -- Literature Review -- Theoretical Framework -- Methodology -- The Field of Our Research -- The Participants -- The Observation Tools -- Analysis of Higher Secondary School Mathematics Curriculum -- Learning Approach of the Concept of Functions in Higher Secondary School -- Presentation of the Problems on the Mathematical Functions and a Priori Analysis -- Findings and Discussion -- The Cognitive Gains Scores for Students in Learning Mathematical Functions -- Conclusion -- Appendix -- Problème 1 -- Problème 2 -- References -- Chapter 14: Factors Influencing Preservice Teachers' Adoption of WhatsApp as an Interactive Social Media Platform in Mathematics Teacher Education in Malawi -- Introduction -- Norms in Preservice Mathematics Teacher Education in Malawi.
Disruption of Norms in Teacher Preparation Due to the Abrupt Onset of COVID-19.
Record Nr. UNINA-9910632491503321
Cham, Switzerland : , : Springer, , [2022]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Mathematics education in Africa : the fourth industrial revolution / / Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho, editors
Mathematics education in Africa : the fourth industrial revolution / / Brantina Chirinda, Kakoma Luneta, Alphonse Uworwabayeho, editors
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2022]
Descrizione fisica 1 online resource (342 pages)
Disciplina 510.71
Soggetto topico Mathematics - Study and teaching
Ensenyament de la matemàtica
Soggetto genere / forma Llibres electrònics
ISBN 3-031-13927-5
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- References -- Preface -- Contents -- About the Editors and Contributors -- About the Editors -- About the Contributors -- Chapter 1: Is Africa Ready for the Fourth Industrial Revolution? -- Introduction -- Purpose and Research Questions -- Literature Review -- ICT Integration in Mathematics Education in Some African Countries -- The Benefits Gained for Learners Taught Through Technology-Based Instructions -- Methodology -- Readiness in Teaching and learning STEM Subjects and Other Subjects During the 4IR -- Challenges That Hinder African Countries from Getting Ready for the 4IR in Teaching Mathematics -- The Lack of Training on Professional Development Towards ICT to Embrace the 4IR Era -- Mathematics Curricula That Are Not Designed to Accommodate Changes for the 4IR -- The Potential Solutions for Mathematics Education Ready for the 4IR -- Conclusion -- Appendix: The Reviewed Studies on the Readiness of Education and Mathematics Education in Africa for the 4IR -- References -- Chapter 2: Can the Fourth Industrial Revolution Resolve Why the Teaching of Mathematics in the Current Paradigm Continues to Be Decontextualised and Ineffective -- Introduction -- Historical Implications of the Mathematics Curriculum in Southern Africa -- Decolonising the Mathematics Curriculum Through the Place-Based Mathematics -- Number, Operations and Relationships -- Patterns, Functions and Algebra -- Space and Shape -- Measurement -- Data Handling -- The Influence of Problem-Solving Skills and Competences in Decolonising the Mathematics Curriculum -- Difficulties of Learning Mathematics in the Current Curriculum -- Difficulties of Teaching Mathematics in the Current Curriculum -- Addressing Errors and Misconceptions Through Curriculum Review -- What Is the Fourth Industrial Revolution Mathematics Curriculum? -- Conclusion -- References.
Chapter 3: Alignment and Gaps of the Competency-Based Mathematics Curriculum and the Fourth Industrial Revolution -- Introduction -- The Fourth Industrial Revolution in Africa -- Rationale for Prioritizing Education -- Why Mathematics Education? -- Soft Skill Competencies in Select African Countries -- Zambia -- Rwanda -- Kenya -- Cameroon -- Ghana -- Tanzania -- Opportunities and Challenges -- Conclusion and Way Forward -- References -- Chapter 4: Mathematics Educators' Readiness for Online Education in the Fourth Industrial Revolution: A Case of Two Selected Universities in Ethiopia -- Introduction -- Problem Statement -- Literature Review -- The Stages of Education Versus Industrial Revolution World Views -- Ethiopian Education During the Period of COVID-19 -- Use of e-Learning Platforms in 4IR -- Elements of 4IR -- Theoretical Model -- Methodology -- Research Design -- Participants and Sample Size -- Data Collection Instruments -- Data Analysis -- Results -- Mathematics Teachers' Backgrounds Influence e-Learning/Online Education in Their Classrooms in the 4IR Era -- Mathematics Teachers' e-Readiness to Implement e-Learning -- Psychological Readiness -- Sociological Readiness -- Environmental Readiness -- Human Resource Readiness, Financial and Course Content Items -- Technological Skills -- Conclusion and Future Direction -- Future Direction -- References -- Chapter 5: Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teachers Ready? -- Introduction -- The Fourth Industrial Revolution and Implication for Mathematics Education -- Teaching Mathematics in the 4IR Era -- Theoretical Framework -- Gender and 4IR Tools Adoption -- Teachers' Age and 4IR Tools Adoption -- Methodology -- Institutional Review Board Statement -- Results -- Discussion -- Conclusions and Recommendations -- References.
Chapter 6: Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align It with the Demands of the Fourth Industrial Revolution -- Introduction -- The Fourth Industrial Revolution -- Features of the Fourth Industrial Revolution -- Artificial Intelligence (AI) -- Robotics -- Three-Dimensional (3D) Printing -- Computational Thinking (CT) -- Augmented Reality (AR) and Virtual Reality (VR) -- The Internet of Things (IoT) -- The Fourth Industrial Revolution and Mathematics Education -- Methodology -- Findings and Discussion -- Content -- Competences -- Teaching-Learning Methods -- Technology -- Infrastructure -- Transforming the Zimbabwean Secondary School Mathematics Curriculum to Align with the Fourth Industrial Revolution Requirements -- Collaboration Activities -- New Literacies -- Mathematics Learning Factories -- Problem-Based Learning -- Infrastructure Relevant to Mathematics Teaching and Learning in the Fourth Industrial Revolution -- Conclusion -- References -- Chapter 7: Mathematics Teachers' Self-Efficacy in Using Problem-Based Learning for the Fourth Industrial Revolution -- Introduction -- Literature Review -- The Fourth Industrial Revolution -- Problem-Based Learning -- Teacher Self-Efficacy -- Theoretical Framework -- Research Methodology -- Research Design and Paradigm -- Participants and Sampling Techniques -- Research Instruments -- Procedures of Data Collection -- Data Analysis -- Results and Discussions -- Teachers' Knowledge -- Teaching Practices -- Difficulties While Implementing PBL -- Conclusion and Recommendation -- References -- Chapter 8: Computer Adaptive-Based Learning and Assessment for Enhancing STEM Education in Africa: A Fourth Industrial Revolution Possibility -- Introduction -- Literature Review -- The Problem -- Methodology -- Theoretical and Conceptual Frameworks.
Assessment as Learning with Computer Adaptive Learning as a 4IR Application in Education -- Conclusion and Recommendations -- References -- Chapter 9: Exploring the Challenges of Teaching Mathematics During the Fourth Industrial Revolution in Selected Rwandan Secondary Schools -- Introduction -- Literature Review -- Philosophy of Mathematics Education -- An Overview of Mathematics Education and the Fourth Industrial Revolution -- Method of Teaching Mathematics in Rwanda in 4IR -- Challenges Encountered by Teachers During Teaching Mathematics in 4IR -- Research Questions -- Methodology -- Findings and Discussion -- Challenges of Teaching Mathematics in 4IR -- Potential Solutions to the Challenges of Teaching and Learning Mathematics -- Mathematics Challenging Topics Difficult to Teach -- Conclusion and Implication -- References -- Chapter 10: Emerging Realities from COVID-19 and the Fourth Industrial Revolution: Mathematics Education Lecturers' Collaborative Autoethnographic Experiences -- Introduction -- Literature Review: Understanding Remote Learning in Higher Education -- Mathematics Education in 4IR -- Community of Inquiry and Online Learning -- Methodology -- Data Collection and Analysis in Collaborative Autoethnography -- Ethics on Collaborative Autoethnography -- Findings and Discussion: Emerging Realities -- Remote Student Support Through e-Tutoring in a Community of Inquiry -- Students' Response to an Online Support System -- Assessing Students Online -- Collaboration: Multiple Streams of Cheating -- Conclusion -- Recommendations -- Limitations -- References -- Chapter 11: Fault Lines in Designing Learning Activities for Practising Mathematics Teachers: An Autoethnographic Account -- Opening -- A Brief Note on the Fourth Industrial Revolution and Mathematics Education -- A Perspective on the Research Canon-The Approach.
My Experience with Story-Telling -- The Spark -- Fault Lines of My CPD Facilitation Regarding Getting Teachers to Design an Activity -- Towards an Activity -- A Mere Activity is Not Enough for Teacher Learning -- The Teacher Learning Goal -- Thinking and Learning in Which Teachers Might Engage (Anticipations) and the Types of Questions to Be Asked to Spur Teachers' Thinking -- Guidelines for Implementing the Teacher Learning Activity -- A Light Shock -- Conclusions -- References -- Chapter 12: Teaching Mathematics in the Fourth Industrial Revolution: Instances of Instrumental Orchestration When a Teacher Integrates GeoGebra in Solving Linear Inequalities -- Introduction -- Problem Statement and Research Question -- Theoretical Underpinnings -- Data Collection and Analysis -- Results and Discussion -- Guiding Teachers in Making Technology Integration Decisions -- A New Learning Ecology -- Teacher Concerns -- Recommendations -- Conclusion -- References -- Chapter 13: Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms -- Introduction -- Literature Review -- Theoretical Framework -- Methodology -- The Field of Our Research -- The Participants -- The Observation Tools -- Analysis of Higher Secondary School Mathematics Curriculum -- Learning Approach of the Concept of Functions in Higher Secondary School -- Presentation of the Problems on the Mathematical Functions and a Priori Analysis -- Findings and Discussion -- The Cognitive Gains Scores for Students in Learning Mathematical Functions -- Conclusion -- Appendix -- Problème 1 -- Problème 2 -- References -- Chapter 14: Factors Influencing Preservice Teachers' Adoption of WhatsApp as an Interactive Social Media Platform in Mathematics Teacher Education in Malawi -- Introduction -- Norms in Preservice Mathematics Teacher Education in Malawi.
Disruption of Norms in Teacher Preparation Due to the Abrupt Onset of COVID-19.
Record Nr. UNISA-996499867303316
Cham, Switzerland : , : Springer, , [2022]
Materiale a stampa
Lo trovi qui: Univ. di Salerno
Opac: Controlla la disponibilità qui
Mathematics teaching and professional learning in sub-Sahara Africa / / edited by Kakoma Luneta
Mathematics teaching and professional learning in sub-Sahara Africa / / edited by Kakoma Luneta
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2022]
Descrizione fisica 1 online resource (311 pages)
Disciplina 510.71067
Collana Research in Mathematics Education
Soggetto topico Mathematics - Study and teaching - Africa, Sub-Saharan
Teachers - Training of
Mathematics - Study and teaching
Ensenyament de la matemàtica
Professors de matemàtica
Formació del professorat
Educació secundària
Soggetto genere / forma Llibres electrònics
ISBN 9783030827236
9783030827229
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- Contents -- About the Editor -- About the Authors -- Part I: Commentary -- Chapter 1: Manipulatives as Mediums for Visualisation Processes in the Teaching of Mathematics -- Introduction -- Backdrop -- Visualisation Processes in the Teaching of Mathematics -- Manipulatives -- The Interplay between Manipulatives and Visualisation -- Physical Manipulatives -- Virtual Manipulatives -- Case Study: The Geoboard -- Introduction -- The Geoboard -- The Intervention Programme -- Analysis of the Lessons -- Findings and Discussion -- Mr. Jones' Lessons -- Ms. Ruth's Lessons -- Ms. Smith's Lessons -- Interviews -- Conclusion -- References -- Chapter 2: The Role of Number Sense on the Performance of Grade Learners 12 in Mathematics: A Case of Oshana Education Region, Namibia -- Introduction -- Theoretical Framework and Literature Review -- Methodology -- Findings of the Study -- Level of Number Sense of Learners -- The Influence of Number Sense on Academic Performance in Mathematics -- Conclusions and Recommendations -- References -- Chapter 3: Using a Community of Practice Strategy to Strengthen Teaching and Learning of Mathematics in Rural Areas -- Introduction -- Literature Review -- Rurality -- Isolation -- Limited Opportunities -- Theoretical Framework -- Data Sources and Methodology -- Results and Discussions -- Theme 1: Benefits of Peer Interaction in the CoP -- Theme 2: Fostered Reciprocal Learning through the Creation of a Conducive Environment -- Theme 3: Improving Skills through Collaborative Workplace Learning -- Conclusions -- Practical Implications -- Further Research -- Teachers' Interview Schedule -- References -- Chapter 4: Using Discourse-Based Mathematics Instruction in Secondary School Classrooms in Ethiopia -- Introduction -- Theoretical Perspectives and Literature Review -- Describing Mathematical Discourse.
Mathematical Discourse from Participationist Perspective -- Mathematical Discourse from a Sociocultural Perspective -- Mathematical Discourse from a Cognitive Perspective -- Mathematical Discourse from Socio-Constructivism -- Contextualizing the Five Dimensions of the TRU Math Framework -- Framing the Design of the Framework for DBMI -- Discussion of the Components of the Framework for DBMI -- Planning for Instruction -- Designing Tasks for Classroom Discourse -- Doing Mathematics -- Discussing: Engaging in the Classroom Discourse -- Reflecting on Classroom Instruction -- Discourse-Based Mathematics Lesson Design and Implementation -- Conclusion -- References -- Chapter 5: Ethnomathematics as a Fundamental Teaching Approach -- Introduction -- What Is "Ethnomathematics"? -- Exploring Mathematics Instruction in an African Context -- Infusing Ethnomathematics into the Curriculum -- South African Localized Children's Games -- Possible Tensions in Connecting Mathematics and Everyday Knowledge -- The Backgrounding of Mathematics -- The Influence of Students' Socioeconomic Differences on their Learning -- The Open-Contextualized Problem -- Conclusion -- References -- Chapter 6: Use of Cultural Artefacts in the Teaching of Mathematics in Africa: The Case of Uganda -- Introduction -- Statement of the Problem -- Theoretical Framework -- Treatment of Teachers as Learners -- Culture and Cultural Artefacts -- Relationship of Mathematics to Culture and Cultural Artefacts -- Huts -- Classroom -- The Research Hypothesis -- The Research Project (Method) -- Analysis -- Randomised Control Trials -- Baseline Study Findings -- Views and Attitudes of the Community Towards Mathematics -- The Research Intervention -- Findings of the Study after Intervention -- Feelings Towards Mathematics as a Subject Now -- Relationship between Teacher and Learner.
Most Difficult Subject to Teach -- Teaching Methodology Changed Teachers' Attitudes Towards Teaching Mathematics -- Artefacts Use Improving Learner Performance -- Change in Teaching Methodology Improving Performance -- Preparing Schemes of Work As Often as Required -- New Lesson Plan Format Working for Teachers -- Views of the Teachers about the New Methods from the Interviews after Intervention -- Discussion and Conclusion -- Way Forward -- References -- Chapter 7: Mathematics Teacher Educators' Experiences of Using Technology-Based Instruction in South Africa -- Introduction -- Using Technology-Based Mathematics Instructional Strategies -- Conceptual Framing: Transforming Mathematics Education Milieus -- Encouraging Teacher Success -- Social Change -- Social Diversity -- Empowerment -- Technology-based instructional strategies -- Research Methodology -- Participants -- Research Instruments -- Lecturer/Teacher Educator Questionnaire -- Observation Schedule -- Interview Schedule -- Data Generation -- Data Analysis -- Results and Discussion -- Inspiring Social Change to Transform the Mathematics Education Milieu and Encourage Teacher Success -- Diversity Enhances the Mathematics Education Milieu and Inspires Social Change to Encourage Teacher Success -- Promoting a Sense of Belonging: Inspiring Social Change to Encourage Mathematics Teacher Success -- Acknowledging Learning Styles: Inspiring Social Change to Encourage Mathematics Teacher Success -- Accommodating Diversity: Differentiating Mathematics Tasks to Inspire Social Change and Encourage Teacher Success -- Inspiring Social Change to Transform Mathematics Instruction and Encourage Teacher Success -- Reflecting in and on Mathematics Instruction: Inspiring Social Change to Encourage Teacher Success -- Collaborative Mathematics Instruction: Inspiring Social Change to Encourage Teacher Success.
Conclusion -- References -- Chapter 8: Enhancing Learners' Retention of Algebraic Knowledge Through Problem-Solving-Based Learning -- Introduction -- THE Cognitive Load Theory (CLT) -- Problem-Based Learning (PBL) Approach -- Learners' Role in the Problem-Based Learning Classroom -- Tutor's Role in the Problem-Based Learning Classroom -- Pros and Cons of Problem-Based Learning -- Effects of Problem-Based Learning (PBL) on the Learning of Mathematics -- Research Methodology -- Findings -- Biographical Information of the Participants -- Gender -- Age -- Retention from Previous Grades as Assessed BY Pre-Test -- The Effects of PBL on Grade 11 Learners' Retention of Algebraic Knowledge at One Secondary School in Ohangwena Region -- Conclusion -- References -- Chapter 9: Jacks' Story: How Storytelling Enhances Mathematics Instruction in Lesotho -- Introduction -- Who Is Jack? -- Issues and Challenges -- Lesotho Context -- Wenger's Socioculturalism -- Positioning Learning as Central -- Identity -- Professional Identity -- Methodology -- Analytic Tool -- Sample of Vertical Analysis -- Discussion -- How Jack Introduced the Topic, Statistics -- Making Sense of Jack's Experience Through Effective Mathematics Learning -- Jack Reflects on His Teaching Experience -- Jack's Postscript -- Jack's Teacher Identity -- Jack's Mathematics Identity -- Jack's Communities of Practice Identity (Learning as Belonging) -- Jack's Personal Identity -- Jack's Professional Identity -- Linking Jack's Experience to Mathematics Learning -- Conclusion -- References -- Part II: Introductory Commentary -- Introduction -- Overview -- Concluding Comments -- Chapter 10: Mathematics Teachers Professional Development Perceived to Improve Instruction and Learning Outcomes in Rwanda -- Introduction -- Continuous Professional Development on Mathematics Instructional Techniques.
Research Methodology -- Implementation of Mathematics Aspects: MSSL Views -- Implementation of Mathematics Aspects: Lesson Plans and Classroom Observations -- Discussions -- Conclusions and Implications -- References -- Chapter 11: Paradigms in Mathematics Teacher Professional Learning Research: A Review of South Africa's Literature for 2006-2015 -- Introduction -- Theoretical Framework -- The Positivist Paradigm -- The Interpretivist/Constructivist Paradigm -- The Critical Paradigm/Transformative Paradigm -- The Pragmatic Paradigm -- Context of the Research -- The Research Questions -- Research Methodology -- Results and Discussion -- Journals Surveyed -- Distribution of Articles Among Paradigms -- Comparative Analysis of Growth Rates of Article Outputs -- Comparative Analysis of Gross Google Scholar Citation Rates -- Comparative Analysis of Citation Rates per Capita (Average) -- Comparative Analysis of Citation Rates per Article Cohort -- Comparative Analysis of Citation Rates per Article -- Summary and Conclusions -- References -- Chapter 12: Changes in Rwandan Primary Mathematics School Subject Leaders as a Result of a CPD Certificate Program in Coaching and Mentoring -- Introduction -- Literature Review -- Continuous Professional Development -- Theoretical Framework -- Methodology -- Results and Discussions -- Conclusions and Recommendations -- References -- Chapter 13: The Challenges of Upgrading Mathematics Teachers' Qualifications: A Case Study from Zimbabwe -- Introduction -- Literature Review -- Details of the In-Service Programme -- Methodology -- Theoretical Framework -- Results and Discussion -- The Rules and Regulations Governing the System -- Division of Labour -- Tools -- Contradictions Emanating from Division of Labour Demands of the Different Communities -- Conclusion -- References.
Chapter 14: Pre-service Teachers' Awareness of Gifted Students' Characteristics.
Record Nr. UNINA-9910512164603321
Cham, Switzerland : , : Springer, , [2022]
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Merging numeracy with literacy practices for equity in multilingual early year settings / / Robyn Jorgensen and Mellony Graven
Merging numeracy with literacy practices for equity in multilingual early year settings / / Robyn Jorgensen and Mellony Graven
Autore Jorgensen Robyn
Pubbl/distr/stampa Singapore : , : Springer, , [2022]
Descrizione fisica 1 online resource (244 pages)
Disciplina 551.48
Soggetto topico Mathematics - Study and teaching (Early childhood)
Aritmètica
Ensenyament de la matemàtica
Alfabetització
Lectura (Educació infantil)
Igualtat d'oportunitats educatives
Soggetto genere / forma Llibres electrònics
ISBN 981-16-7767-0
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910520088803321
Jorgensen Robyn  
Singapore : , : Springer, , [2022]
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Ongoing Advancements in Philosophy of Mathematics Education
Ongoing Advancements in Philosophy of Mathematics Education
Autore Bicudo Maria Aparecida Viggiani
Edizione [1st ed.]
Pubbl/distr/stampa Cham : , : Springer International Publishing AG, , 2023
Descrizione fisica 1 online resource (492 pages)
Disciplina 510.71
Altri autori (Persone) CzarnochaBronislaw
RosaMaurício
MarciniakMałgorzata
Soggetto topico Ensenyament de la matemàtica
Filosofia de l'educació
Soggetto genere / forma Llibres electrònics
ISBN 3-031-35209-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910746976403321
Bicudo Maria Aparecida Viggiani  
Cham : , : Springer International Publishing AG, , 2023
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Online learning in mathematics education / / Karen Hollebrands, Robin Anderson, Kevin Oliver, editors
Online learning in mathematics education / / Karen Hollebrands, Robin Anderson, Kevin Oliver, editors
Pubbl/distr/stampa Cham, Switzerland : , : Springer, , [2021]
Descrizione fisica 1 online resource (353 pages)
Disciplina 510.78
Collana Research in mathematics education (Springer Film)
Soggetto topico Mathematics - Computer-assisted instruction
Ensenyament de la matemàtica
Ensenyament assistit per ordinador
Aprenentatge electrònic
Soggetto genere / forma Llibres electrònics
ISBN 3-030-80230-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Foreword -- Preface -- Acknowledgment -- Contents -- Contributors -- About the Editors -- Chapter 1: Teaching Mathematics Education Online: Instructional Theories, Strategies, and Technologies -- 1.1 Challenges Teaching Mathematics Education Courses Online -- 1.2 Strategies for Teaching Mathematics Education Courses Online -- 1.2.1 Identify Online Learning Environment -- Asynchronous Online Learning Environments -- Synchronous Online Learning Environments -- Flexible Online Learning Environments -- 1.2.2 Let Instructional Theories, Not Technology, Guide Instruction -- Cognitive Apprenticeship -- Individualized/Personalized Instruction -- Social Learning -- Inquiry-Based Mathematics Education and Problem-Based Learning -- 1.2.3 Leverage Technology Interventions -- Grouping Students Online -- Case Studies Discussions -- Think/Pair/Share -- Presentation Tools -- Manipulatives -- Traditional Activities that Translate Easily Online -- 1.3 Conclusions -- References -- Chapter 2: Using Digital Technology and Blending to Change the Mathematics Classroom and Mathematics Teacher Education -- 2.1 Background -- 2.2 Blended Approaches -- 2.3 Mathematics Teaching and Learning as a Collaborative Process that Is Shaped by Available Technologies Mediating Interactions -- 2.4 Defining New Roles -- 2.4.1 Producing Videos to Share Mathematics -- 2.5 New Ways of Communication through the Internet -- 2.5.1 Some Examples of New Ways of Communicating and Building Knowledge Using the Internet -- 2.6 Revisiting Theoretical Approaches to Frame New Ways of Communication Using the Internet -- 2.7 Conclusions -- References -- Chapter 3: Presence in Online Mathematics Methods Courses: Design Principles Across Institutions -- 3.1 Social Aspect of Mathematics Learning -- 3.2 Community of Inquiry Theoretical Framework: Keeping Presence at the Center.
3.3 Application of CoI in the Mathematics Methods Courses -- 3.3.1 Course Setting -- 3.3.2 Cognitive Presence -- Course 1: Synchronous Design for SCK -- Course 2: Asynchronous Design for PCK -- 3.3.3 Social Presence -- Course 1: Breakout Rooms on Zoom and Use of Learning Materials -- Course 2: Discussion Forums and Live Sessions -- 3.3.4 Teaching Presence -- Teaching Presence in the Synchronous Setting -- Teaching Presence in the Asynchronous Setting -- 3.4 Discussion and Implications -- 3.4.1 Reflection on Designing Process -- 3.4.2 Future Study -- References -- Chapter 4: Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results -- 4.1 Principles to Guide Design of Online Modules -- 4.1.1 Use of a Free Web-Based Tool for Learning with Data -- 4.1.2 Teachers Learn by Doing Data Investigations -- 4.1.3 Use Frameworks Common in Mathematics Teacher Education -- 4.1.4 Incorporate Representations of Practice -- 4.1.5 Promote Learning through Multiple Perspectives -- 4.2 Online Modules for Preparing to Teach Statistics -- 4.2.1 Overview of Learning Goals and Opportunities -- 4.2.2 Organization of Modules -- 4.2.3 Assignments to Demonstrate Competency -- 4.3 Implementation of Modules -- 4.3.1 Data Collection During Implementation -- 4.3.2 Use of Modules and Activities -- 4.4 Effectiveness of Modules -- 4.4.1 Feedback from MTEs and Teachers -- MTEs' Impressions of Materials -- Teachers' Impressions of Materials -- 4.4.2 Impact on Teachers' Self-Efficacy to Teach Statistics -- 4.4.3 Designing Tasks with Data Investigations -- 4.5 Discussion and Implications -- 4.5.1 Flexibility in Online Instructional Modules -- 4.5.2 Constraints in Using LMSs Distribution -- 4.5.3 Improving Preparation for Teaching Statistics -- Appendix 1: ESTEEM Table of Contents.
Appendix 2: Sample Multimedia Page from Teaching Inferential Reasoning Module -- References -- Chapter 5: Rehumanizing Mathematics Education and Building Community for Online Learning -- 5.1 Rehumanizing Mathematics Education -- 5.2 Online Mathematics Instructional Design -- 5.3 Our Positionality and Context -- 5.3.1 Positionality -- 5.3.2 Our Context -- 5.4 Rehumanizing Instructional Designs in Mathematics Education: A Metaphor of Community -- 5.4.1 Building a Community Online -- Getting Started: Reexamining and Interrogating Institutional Policies -- Exploring and Developing Positive Mathematical Identities -- Learning to Listen and Listening to Learn -- 5.4.2 Participating with an Online Community of Learners -- Disrupt Assumptions of Participation -- Participation in Face-to-Face Versus Online-Only Format -- Complex Instruction in the Physical and Online-Only Format -- Encouraging Participation While Building and Maintaining a Community of Learners -- Lingering Inequities with Participation in Online-Only Formats -- 5.5 Conclusion -- References -- Chapter 6: An Interdisciplinary Approach to Collaborative Professional Development for Teacher Educators: Number Talks as Culturally Responsive Online Teaching -- 6.1 Context -- 6.2 Focus -- 6.3 Number Talks -- 6.4 Instructional Design Approach -- 6.5 Our Collective: Interdisciplinary Collegial Professional Development as Intervention -- 6.6 Enactments of Number Talks as Outcomes -- 6.6.1 Modified Face-to-Face Enactment (Cutler) -- 6.6.2 Technology-Enriched Enactment (Chauvot) -- 6.7 Deepening Criticality Via Distributed Expertise -- 6.8 Implications for Teacher Education -- 6.8.1 Creating Spaces for Professional Learning -- 6.8.2 Mathematics Methods Instruction -- 6.9 Conclusion -- References -- Chapter 7: Culturally Sustaining Pedagogy for Emergent Bilinguals in a Teacher Education Online Course.
7.1 Introduction -- 7.2 From Culturally Relevant Pedagogy to Culturally Sustaining Pedagogy -- 7.3 Online Course Development -- 7.4 Practices of Culturally Sustaining Pedagogy -- 7.4.1 Mathematical Modeling -- 7.4.2 Translanguaging -- 7.4.3 Community Cultural Wealth -- 7.5 Implications -- References -- Chapter 8: Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Assessment of Student Thinking -- 8.1 Introduction -- 8.2 Literature Review -- 8.2.1 What Is a Number Talk (NT)? -- 8.2.2 Research on Number Talks -- 8.2.3 Asynchronous Collaboration in Learning -- 8.2.4 Preservice Elementary School Teachers' Conception of Whole Number and Operation -- 8.3 Method -- 8.3.1 Participants -- 8.3.2 Data -- 8.3.3 Analysis -- 8.4 Results -- 8.4.1 Number Talk 1: 13 + 18 -- 8.4.2 Number Talk 2: 99 + 98 -- 8.4.3 Number Talk 3: 13 + 35 + 17 -- 8.4.4 Number Talk 4: 124 + 126 -- 8.4.5 Analysis Across the Four Number Talks -- 8.4.6 Prospective Teachers' Reflection on Number Talks -- 8.5 Discussion -- 8.6 Conclusion and Implications -- References -- Chapter 9: A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers' Professional Development -- 9.1 Supporting Ambitious Mathematics Instruction -- 9.2 Theory of Action -- 9.3 Intervention and Online Setting -- 9.3.1 The Orchestrating Mathematics Discussion Course -- 9.3.2 The Teaching Labs -- 9.3.3 Video-Assisted Coaching Cycles -- 9.4 Researching an Online Professional Development Project -- 9.4.1 Analyzing Transcripts from Breakout Rooms of OMD Course -- 9.4.2 Analyzing the Capture Sheets from the Teaching Labs -- 9.4.3 Analyzing the Annotations -- 9.5 Findings -- 9.5.1 High-Depth Interactions in the OMD Course -- Explaining How Task Features Provide Opportunities to Engage in Mathematical Thinking -- Explaining Mathematics in Ways that Make Connections.
Explaining Anticipated or Observed Strategies or Misconceptions -- Explaining the Impact of Teaching Moves -- 9.5.2 Teaching Labs -- Connecting Strategies to the Mathematical Goals of the Lesson -- Connecting Teachers' Actions to Student Access to Mathematical Goals -- 9.5.3 Coaching Cycles -- Patterns in Coaches' Annotations -- Patterns in Teachers' Annotations -- 9.6 Discussion -- References -- Chapter 10: The Impact of an Online Teacher Education Program on the Development of Prospective Secondary Mathematics Teachers' Noticing -- 10.1 Introduction -- 10.2 Becoming Aware: Knowing Is Doing and Doing Is Knowing -- 10.3 A Formal Online Environment in a Costa Rican Distance State University (UNED) -- 10.3.1 Narratives: Guided Questions -- 10.3.2 The MOST Analytical Framework -- 10.3.3 Online Forums: Feedback -- 10.4 Analyzing the Development of Noticing in an Online Context -- 10.5 Noticing Development and Changes in Prospective Teachers' Practices -- 10.5.1 The Case of AG -- Changes in Practices: A Change in Class Management -- 10.5.2 The Case of JB -- Changes in Practices: A Change in the Lesson Planning -- 10.6 Discussion and Conclusions -- 10.6.1 PTs' Noticing Development: Integration of Knowing and Doing -- 10.6.2 How the Characteristics of the Online Environment Support the Enhancement of Noticing -- Appendix 1: Summary of the instruction to write the narratives and the guided questions provided -- Appendix 2: Instruction provided in each online forum -- References -- Chapter 11: Theory-Based Intervention Framework to Improve Mathematics Teachers' Motivation to Engage in Online Professional Development -- 11.1 Teacher Motivation and Engagement Toward Mathematics Professional Development -- 11.2 Expectancy-Value Theory and Its Implications for Online Mathematics TPD -- 11.3 Guidelines for Enhancing Motivation in Online TPD Experiences.
11.3.1 Principle 1: Promote Intrinsic Value.
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Cham, Switzerland : , : Springer, , [2021]
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The Pedagogy of Secondary-School Mathematics / / by Shizao Zhang
The Pedagogy of Secondary-School Mathematics / / by Shizao Zhang
Autore Zhang Shizao
Edizione [1st ed. 2023.]
Pubbl/distr/stampa Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023
Descrizione fisica 1 online resource (411 pages)
Disciplina 510.71251
Altri autori (Persone) YaoYouben
PanHailin
Soggetto topico Mathematics - Study and teaching 
Educational psychology
Mathematics Education
Mathematical Teaching Educational Skills
Educational Psychology
Ensenyament de la matemàtica
Educació secundària
Soggetto genere / forma Llibres electrònics
ISBN 981-9912-48-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Introduction -- Chapter 1 Logic in Secondary-School Mathematics -- Chapter 2 Thinking in Secondary-School Mathematics -- Chapter 3 Methods in Secondary-School Mathematics -- Chapter 4 Mathematical Abilities in Secondary School -- Chapter 5 Math Learning in Secondary School -- Chapter 6 Curriculum Standards of Secondary-School Mathematics -- Chapter 7 Teaching Modes and Means of Secondary-School Mathematics -- Chapter 8 Teaching Principles and Methods of Secondary-School Mathematics -- Chapter 9 Teaching of Mathematics in Secondary School -- Chapter 10 Research on Teaching of Secondary-school Mathematics -- Chapter 11 Measurements of Secondary-school Mathematics Education -- Chapter 12 Research on and Practice of Secondary-school Mathematics Education -- Appendix.
Record Nr. UNINA-9910736006103321
Zhang Shizao  
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023
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Practice-Oriented Research in Tertiary Mathematics Education [[electronic resource] /] / edited by Rolf Biehler, Michael Liebendörfer, Ghislaine Gueudet, Chris Rasmussen, Carl Winsløw
Practice-Oriented Research in Tertiary Mathematics Education [[electronic resource] /] / edited by Rolf Biehler, Michael Liebendörfer, Ghislaine Gueudet, Chris Rasmussen, Carl Winsløw
Edizione [1st ed. 2022.]
Pubbl/distr/stampa Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022
Descrizione fisica 1 online resource (723 pages)
Disciplina 551.48
Collana Advances in Mathematics Education
Soggetto topico Mathematics - Study and teaching 
Mathematics
Education, Higher
Education - Curricula
Mathematics Education
Higher Education
Curriculum Studies
Ensenyament de la matemàtica
Educació superior
Investigació educativa
Soggetto genere / forma Llibres electrònics
ISBN 3-031-14175-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Part 1: Research on the secondary-tertiary transition -- Chapter 1. Self-regulated learning of first-year mathematics students -- Chapter 2. The societal dimension in teacher students beliefs on mathematics teaching and learning -- Chapter 3. The Organization of Inter-level Communities to Address the Transition Between Secondary and Post-secondary in Mathematics -- Chapter 4. Framing mathematics support measures: goals, characteristics and frame conditions -- Part 2: Research on university students' mathematical practices -- Chapter 5. “It is easy to see”- tacit expectations in multivariable calculus -- Chapter 6. University Students’ Development of (Non-) Mathematical Practices: A Theory and its Implementation in a Study of one Introductory Real Analysis Course -- Chapter 7. A theoretical account of the mathematical practices students need in order to learn from lecture -- Chapter 8. The choice of arguments: considering acceptance and epistemic value in the context of local order -- Chapter 9. Supporting students in developing adequate definitions at university: The case of the convergence of sequences -- Chapter 10. Proving and defining in mathematics - Two intertwined mathematical practices -- Part 3: Research on teaching and curriculum design -- Chapter 11. Developing mathematics teaching in university tutorials: an activity perspective -- Chapter 12. Conceptualizations of the role of resources for supporting teaching by university instructors -- Chapter 13. The rhetoric of the flow of proof – Dissociation, presence and a shared basis of agreement -- Chapter 14. Teaching Mathematics Education to Mathematics and Education -- Chapter 15. Inquiry-Oriented Linear Algebra: Connecting Design-Based Research and Instructional Change Theory in Curriculum Design -- Chapter 16. Profession-specific curriculum design research in mathematics teacher education: The case of abstract algebra -- Chapter 17. Leveraging Collaboration, Coordination, and Curriculum Design to Transform Calculus Teaching and Learning -- Part 4: Research on university students’ mathematical inquiry -- Chapter 18. Real or fake inquiries? Study and research paths in statistics and engineering education -- Chapter 19. Fostering inquiry and creatity in abstract algebra: the theory of banquets and its reflexive stance on the structuralist methodology -- Chapter 20. Following in Cauchy’s footsteps: student inquiry in real analysis -- Chapter 21. Examining the role of generic skills in inquiry-based mathematics education: the case of extreme apprenticeship -- Chapter 22. On the levels and types of students’ inquiry: the case of calculus -- Chapter 23. Students prove at the board in whole-class setting -- Chapter 24. Preservice secondary school teachers revisiting real numbers: a striking instance of Klein’s second discontinuity -- Part 5: Research on mathematics for non-specialists -- Chapter 25. Mathematics in the training of engineers: Contributions of the Anthropological Theory of the Didactic -- Chapter 26. For an institutional epistemology -- Chapter 27. Modeling and multiple representations: Bringing together math and engineering -- Chapter 28. The interface between mathematics and engineering in basic engineering courses -- Chapter 29. Modifying tasks in mathematics service courses for engineers based on subject-specific analyses of engineering mathematical practices. Chapter 30. Learning mathematics through working with engineering projects -- Chapter 31. Challenges for research about mathematics for non-specialists -- Chapter 32. Establishing a National Research Agenda in University Mathematics Education to Inform and Improve Teaching and Learning Mathematics as a Service Subject -- Chapter 33. Tertiary mathematics through the eyes of non-specialists: engineering students’ experiences and perspectives.
Record Nr. UNISA-996508572603316
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022
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