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Lesson play in mathematics education : a tool for research and professional development / / Rina Zazkis, Nathalie Sinclair, Peter Liljedahl
| Lesson play in mathematics education : a tool for research and professional development / / Rina Zazkis, Nathalie Sinclair, Peter Liljedahl |
| Autore | Zazkis Rina |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | New York, : Springer, 2013 |
| Descrizione fisica | 1 online resource (287 p.) |
| Disciplina | 510.71 |
| Altri autori (Persone) |
SinclairNathalie
LiljedahlPeter |
| Soggetto topico | Mathematics - Study and teaching |
| ISBN |
1-283-94569-X
1-4614-3549-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Lesson Play in MathematicsEducation; Preface; Contents; Part I; 1 Planning for Instruction; Legacy of the Tylerian Lesson Plan; Lesson Plan: An Example; Alternative Models; Conclusion; 2 Introducing Lesson Play; Developing the ''Lesson Play''; Potential Interactions; A Sample Lesson Play; Virtual Planning: What the Lesson Might Be; 3 Evolution of the Task; Lesson Play: Iterative Design; First Iteration; Next Iterations; Final Iterations; Lesson Play: Toward 'Real Teaching'; Part II; 4 Linear Measurement: How Long is a Stick?; Diverting Teacher--Student Interaction; ''Who else?''
''Place blockshellip and count them''Funneling Through Telling; ''Important rules for measuring''; ''When we are measuring we have to start at 0''; ''There is a special trick that we use when we count!''; ''Place the stick upright on the table''; Funneling Through Rerouting a Strategy; ''Count the spaces in between the numbers''; ''No matter where you start''; ''If you chose to start the measurement of your stick at 5 cmhellip''; ''You don't count the first line''; ''Can you draw me a 1 cm long line''; What Do We Learn About Prospective Teachers' Ideas of Measurement?; 5 On Divisibility by 4 Retrieving the Correct Divisibility Rule&!ldquo; ''Who can remember?''; ''Look it up in my notes'' or elsewhere; ''We can look in the glossary of the textbook''; ''I think we are confusinghellip''; ''Some wonderful little tricks''; ''You've won the concert tickets!''; ''How about 1000456814?''; Moving Toward Student Reasoning; ''See if you can find a rule that does work''; ''That's easy, they're all [16, 20 and 24] divisible by four''; ''Start looking''hellip ''after the break''; ''How does it work?''; ''Imagine that each one of these is a chocolate bar''; Uses of Mathematical Language ''A number is divisible by 4 ifhellip''''Just look at the last two numbers''; ''What about the number 6, what's the rule for that one?''; More Troublesome Expressions; Becausehellip Alternative Diagnoses and Remediation; ''Because 354 has 4 in the one's place''; ''Let's try doing long division''; ''Because 354 is an even number''; ''I worked through all the division steps''; ''4 goes into 354, 88.5 times''; Conclusion; 6 On Prime Numbers; Following Prompt #1; ''We could make the multiplication table bigger''; ''If I give you 12 blocks'' ''I will circle them and cross out all the multiples of 5 and 7''''We should not be using the multiplication tables''; Following Prompt #2; ''Can a number that is bigger than 9 be a factor for a number?''; ''Does anyone know the divisibility rule for 11?''; Following Prompt #3; ''We only need to divide 37 by other primes''; ''That is not how a prime number is defined''; ''Let us use the blocks to find out''; ''Can there be an endless number of prime numbers''; ''Find a number that is not a prime number and is also not divisible by 2, hellip, 9''; Conclusion 7 Repeating Patterns: Cars and Colours |
| Record Nr. | UNINA-9910438332303321 |
Zazkis Rina
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| New York, : Springer, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mathematical Problem Solving : Current Themes, Trends, and Research / / edited by Peter Liljedahl, Manuel Santos-Trigo
| Mathematical Problem Solving : Current Themes, Trends, and Research / / edited by Peter Liljedahl, Manuel Santos-Trigo |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (XI, 362 p. 112 illus., 82 illus. in color.) |
| Disciplina | 370 |
| Collana | ICME-13 Monographs |
| Soggetto topico |
Mathematics—Study and teaching
Teaching Study Skills International education Comparative education Mathematics Education Teaching and Teacher Education Study and Learning Skills International and Comparative Education |
| ISBN | 3-030-10472-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction – Peter Liljedahl & Manuel Santos Trigo -- Section 1: problem solving heuristics -- 1. Looking Back to Solve Differently: Familiarity, Fluency, and Flexibility - Hartono Tjoe -- 2. Future-oriented Thinking and Activity in Mathematical Problem Solving - Wes Maciejewski -- Section 2: problem solving and technology -- 3. A model of mathematical problem solving with technology: the case of Marco solving-and-expressing two geometry problems - Susana Carreira & Hélia Jacinto -- 4. Mathematical problem solving and the use of digital technologies - Manuel Santos-Trigo -- 5. The spreadsheet affordances in solving complex word problems - Nélia Amado, Susana Carreira & Sandra Nobre -- Section 3: inquiry and problem posing in mathematics education -- 6. Is Inquiry-Based Approach possible at the elementary school? - Magali Hersant & Christine Choquet -- 7. How to stimulate in-service teachers’ competence in didactic analysis by means of problem posing – Uldarico Malspina et al -- Section 4: assessment of and through problem solving -- 8. Exploring Methods in Evaluating Metacognitive Strategies in Mathematical Problem Solving - Mei Yoke Loh & Ngan Hoe Lee -- 9. Assessing Inquiry-Based-Mathematics-Education with both a summative and formative purpose - Maud Chanudet -- 10. Beyond the standardized assessment of mathematical problem solving competencies: from products to processes - Pietro Di Martino & Giulia Signorini -- Section 5: the problem solving environment -- 11. Creating and sustaining online problem-solving forums: Two perspectives - Boris Koichu & Nelly Keller -- 12. Conditions for Supporting Problem Solving: Vertical Non-Permanent Surfaces - Peter Liljedahl -- 13. The ARPA experience in Chile: Problem Solving for Teachers’ Professional Development - Patricio Felmer, Josefa Perdomo-Díaz, & Cristián Reyes -- Conclusion – Peter Liljedahl & Manuel Santos Trigo. |
| Record Nr. | UNINA-9910337759203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Problem Solving in Mathematics Instruction and Teacher Professional Development / / edited by Patricio Felmer, Peter Liljedahl, Boris Koichu
| Problem Solving in Mathematics Instruction and Teacher Professional Development / / edited by Patricio Felmer, Peter Liljedahl, Boris Koichu |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (417 pages) |
| Disciplina | 510.71 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics—Study and teaching
Learning Instruction Teaching Mathematics Education Learning & Instruction Teaching and Teacher Education |
| ISBN | 3-030-29215-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Part I. Problem Solving in Mathematics Instruction: Reflections and Agendas -- Chapter 1: Embedding Problem Solving into School Mathematics -- Chapter 2: School Math Needs to Focus on Mathematics as a Study of Structure -- Chapter 3: Problem Solving as a Subject and as a Pedagogical Approach, and the On-Going Dialogue between Mathematics and Mathematics Education -- Chapter 4: On Facilitating Different Types of Problem-Solving Discourse: Focus on Heuristics, Connectivity and Aesthetics -- Part II. Design of Powerful Problem-Solving Situations -- Chapter 5: Pre-Parative and Post-Parative Play as Key Components of Mathematical Problem Solving -- Chapter 6: Alternatives Teaching Methods: Means to Promote Pupils’ Mathematical Understanding -- Chapter 7: The Design Of Problems That Promote Geometric Modeling As Context For Research On Instruction -- Chapter 8: A Mathematical Problem-Solving Approach Based on Digital Technology Affordances to Represent, Explore and Solve Problems via Geometric Reasoning -- Part III. Interplay of Factors Involved in Student Problem Solving -- Chapter 9: Collaborative Work of Students when Solving Mathematical Problems: Relationships between Different Dimensions -- Chapter 10: Attitude toward Mathematics; A Function that Affects Students’ Learning to Solve a Non-Routine Mathematical Problem -- Chapter 11: Problem Solving, the Enactivistic-Metaphoric Way -- Chapter 12: Arithmetic-Algebraic Problems and Analogical Reasoning -- Part IV. Effects of Engagement with Problem Solving Chapter 13: Changing Beliefs: The Case of First-Person Vicarious Experiences -- Chapter 14: Examining Sources of Self-Efficacy in Whole-Class Problem-Solving -- Chapter 15: Ensuring Equity through Using Culturally Embedded Group Worthy Tasks within Mathematical Inquiry Communities -- Part V. On the Role of Teachers in Problem-Solving Classrooms -- Chapter 16: Let Students Communicate their Ideas: How Instructors' Interactions Influence Team's Problem-Solving Capabilities -- Chapter 17: Teacher Questioning to Foster Mathematical Problem Solving in Two Professional Development Programmes -- Chapter 18: Mathematics Teachers’ Specialized Knowledge for Managing Problem-Solving Tasks -- Part VI. Teacher Professional Development and Problem Solving -- Chapter 19: Chaos, Control, and Need: Success and Sustainability of Professional Development in Problem Solving -- Chapter 20: Teachers’ Mathematical Tensions Surfacing during the First Session of a Professional Development Workshop Based on Problem Solving -- Chapter 21: Teachers’ Learning to Enhance Urban Students’ Participation through Problem Solving in Mathematics Classroom: The Case of Juan. . |
| Record Nr. | UNINA-9910357854803321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching and Learning in Maths Classrooms : Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction / / edited by Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl
| Teaching and Learning in Maths Classrooms : Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction / / edited by Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XXIII, 292 p. 13 illus., 4 illus. in color.) |
| Disciplina | 370 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics—Study and teaching
Teaching Cognitive psychology Personality Social psychology Sociology Educational technology Mathematics Education Teaching and Teacher Education Cognitive Psychology Personality and Social Psychology Knowledge - Discourse Educational Technology |
| ISBN | 3-319-49232-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 Teaching and learning in math classrooms -- 2 Foreword -- 3 Introduction -- Part I Classroom practices: explanation, problem-solving, patterning, decision-making, drawings and games – 4 Prospective primary teachers’ beliefs regarding the roles of explanations in the classroom -- 5 Defining, drawing, and continuing repeating patterns: Preschool teachers’ self-efficacy and knowledge. - 6 Primary school students’ images of problem solving in mathematics -- 7 Secondary school mathematics teachers’ conceptions on data-based decision-making: Insights from four Japanese cases -- 8 Teachers’ activities during a mathematics lesson as seen in third graders’ drawings- 9 Serious frivolity: exploring play in UK secondary mathematics classrooms -- Part II Teachers’ beliefs, changing beliefs and the role of the environment -- 10 In-service math teachers’ autobiographical narratives: the role of metaphors -- 11 A contribution to the relation between teachers’ professed and enacted beliefs -- 12 Raising attainment: What might we learn from teachers’ beliefs about their best and worst mathematics students? -- 13 Numeracy task design: A case of changing mathematics teaching practice -- 14 Math lessons: from flipped to amalgamated, from teacher- to learner-centered -- 15 Emotional expressions as a window to processes of change in a mathematics classroom’s culture -- 16 Mathematics teachers’ conceptions of the classroom environment -- Part III Understanding the undercurrents: tensions, inconsistencies and the social turn -- 17 Teacher tensions: the case of Naomi -- 18 Towards inconsistencies of parents’ beliefs about teaching and learning mathematics -- 19 Evoking the feeling of uncertainty for enhancing conceptual knowledge -- 20 Criteria for identifying students as exceptional in a mathematical camp for ‘gifted’ students -- 21 Identity and rationality in classroom discussion: developing and testing an analytical toolkit -- 22 Developing an analyzing tool for dynamic mathematics-related student interaction regarding affect, cognition and participation -- Part IV Emerging themes in affect-related research: engagement, fear, perfectionism ...and assessment -- 23 Motivating desires for classroom engagement in the learning of mathematics -- 24 What are students afraid of when they say they are afraid of mathematics? -- 25 What is perfectionism in mathematical task solving? -- 26 Gender differences concerning pupils’ beliefs on teaching methods and mathematical worldviews at lower secondary schools -- 27 “Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies -- 28 Teachers’ affect towards the external standardised assessment of students’ mathematical competencies -- 29 Conclusion. |
| Record Nr. | UNINA-9910255100503321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||