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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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The Mathematics Teacher in the Digital Era [[electronic resource] ] : International Research on Professional Learning and Practice / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair
| The Mathematics Teacher in the Digital Era [[electronic resource] ] : International Research on Professional Learning and Practice / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair |
| Edizione | [2nd ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (447 pages) |
| Disciplina | 929.374 |
| Collana | Mathematics Education in the Digital Era |
| Soggetto topico |
Mathematics - Study and teaching
Teachers - Training of Educational technology Mathematics Education Teaching and Teacher Education Digital Education and Educational Technology Professors de matemàtica Formació del professorat Innovacions educatives |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-05254-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1: Introduction -- 2: Designing Professional Development for Teaching Mathematics With Technology: A Multi-Level Approach to Foster Teacher and Facilitator Noticing -- 3: Using Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course -- 4: An Ensemble Approach to Studying the Teaching of Multiplication Using Touchtimes -- 5: Using First- and Second-Order Models to Characterise In-Service Teachers’ Video-Aided Reflection on Teaching and Learning with 3D Pens -- 6: Opportunities and Challenges that Silent Video Tasks Bring to the Mathematics Classroom -- Teaching Linear Equations with Technology: A Flipped Perspective -- 7: Tensions and Proximities in teaching and learning activities: Case study of a teacher’s implementation of tablet-based lesson -- 8: Digital Resources in Kindergarten Teachers’ Documents and Resource Systems: A Case Study in France -- 9: Analysis of Primary School Teachers’ Roles in the Dynamics of Mathematics Lessons that Integrate Technology Resources in Challenging Socio-Economic Contexts -- 10: Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology -- 11: Instrumental Orchestration of the use of Programming Technology for Authentic Mathematics Investigation Projects -- 12: Researching Professional Trajectories Regarding the Integration of Digital Technologies: The Case of Vera, A Novice Mathematics Teacher -- 13:The Abrupt Transition to Online Mathematics Teaching due to the Covid-19 Pandemic: Listening to Latin American Teachers’ Voices -- 14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse Teachers' Collaborative Work with Researchers in Technological Settings -- 15:Revisiting Theories that Frame Research on Teaching Mathematics with Digital Technology. |
| Record Nr. | UNISA-996518464903316 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
The Mathematics Teacher in the Digital Era : International Research on Professional Learning and Practice / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair
| The Mathematics Teacher in the Digital Era : International Research on Professional Learning and Practice / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair |
| Edizione | [2nd ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (447 pages) |
| Disciplina |
929.374
510.71 |
| Collana | Mathematics Education in the Digital Era |
| Soggetto topico |
Mathematics - Study and teaching
Teachers - Training of Educational technology Mathematics Education Teaching and Teacher Education Digital Education and Educational Technology Professors de matemàtica Formació del professorat Innovacions educatives |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-05254-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1: Introduction -- 2: Designing Professional Development for Teaching Mathematics With Technology: A Multi-Level Approach to Foster Teacher and Facilitator Noticing -- 3: Using Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course -- 4: An Ensemble Approach to Studying the Teaching of Multiplication Using Touchtimes -- 5: Using First- and Second-Order Models to Characterise In-Service Teachers’ Video-Aided Reflection on Teaching and Learning with 3D Pens -- 6: Opportunities and Challenges that Silent Video Tasks Bring to the Mathematics Classroom -- Teaching Linear Equations with Technology: A Flipped Perspective -- 7: Tensions and Proximities in teaching and learning activities: Case study of a teacher’s implementation of tablet-based lesson -- 8: Digital Resources in Kindergarten Teachers’ Documents and Resource Systems: A Case Study in France -- 9: Analysis of Primary School Teachers’ Roles in the Dynamics of Mathematics Lessons that Integrate Technology Resources in Challenging Socio-Economic Contexts -- 10: Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology -- 11: Instrumental Orchestration of the use of Programming Technology for Authentic Mathematics Investigation Projects -- 12: Researching Professional Trajectories Regarding the Integration of Digital Technologies: The Case of Vera, A Novice Mathematics Teacher -- 13:The Abrupt Transition to Online Mathematics Teaching due to the Covid-19 Pandemic: Listening to Latin American Teachers’ Voices -- 14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse Teachers' Collaborative Work with Researchers in Technological Settings -- 15:Revisiting Theories that Frame Research on Teaching Mathematics with Digital Technology. |
| Record Nr. | UNINA-9910678265203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Mathematics Teacher in the Digital Era : An International Perspective on Technology Focused Professional Development / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair
| The Mathematics Teacher in the Digital Era : An International Perspective on Technology Focused Professional Development / / edited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (419 p.) |
| Disciplina | 510.71 |
| Collana | Mathematics Education in the Digital Era |
| Soggetto topico |
Mathematics - Study and teaching
Educational psychology Education - Data processing Mathematics Education Educational Psychology Computers and Education |
| ISBN | 94-007-4638-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents -- Opening section. –Foreword: David Pimm -- Introduction: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair -- Chapter 0: Interactions between teacher, student, software and mathematics: Getting a purchase on learning with technology: John Mason -- Section A -- Chapter 1: Exploring the quantitative and qualitative gap between expectation and implementation: A survey of English mathematics teachers’ uses of ICT: Nicola Bretscher -- Chapter 2: Teaching with digital technology: Obstacles and opportunities: Michael Thomas and Joann Palmer -- Chapter 3: A developmental model for adaptive and differentiated instruction using classroom networking technology: Allan Bellman, Wellesley R Foshay and Danny Gremillion -- Chapter 4: Integrating technology in the primary school mathematics classroom: The role of the teacher: María Trigueros, María-Dolores Lozano and Ivonne Sandoval -- Chapter 5: Technology integration in secondary school mathematics: The development of teachers’ professional identities: Merrilyn Goos -- Chapter 6: Teaching roles in a technology intensive core undergraduate mathematics course: Chantal Buteau and Eric Muller -- Section B -- Chapter 7: Digital technology and mid-adopting teachers’ professional development: a case study: Paul Drijvers, Sietske Tacoma, Amy Besamusca, Cora van den Heuvel, Michiel Doorman and Peter Boon -- Chapter 8: Teaching mathematics with technology at the kindergarten level :Resources and orchestrations: Ghislaine Geuedet, Laetitia Bueno-Ravel, Caroline Poisard -- Chapter 9: How do teachers integrate technology in their practices? A focus on their instrumental geneses: Mariam Haspekian -- Chapter 10: A methodological approach to researching the development of teachers’ knowledge in a multi-representational technological setting: Alison Clark-Wilson -- Chapter 11: Teachers and technologies: Shared constraints, common responses: Maha Abboud-Blanchard -- Chapter 12: Didactic incidents: A way to improve the professional development of mathematics teachers: Gilles Aldon -- Section C -- Chapter 13. Meta-didactical transposition: A theoretical model for teacher education programs: Ferdinando Arzarello, Annalisa Cusi, Rossella Garuti, Nicolina Malara, Francesca Martignone, Ornella Robutti and Cristina Sabena -- Chapter 14: Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice: Kenneth Ruthven -- 15. Conclusion: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair -- Index. |
| Record Nr. | UNINA-9910484460703321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Using Mobile Technologies in the Teaching and Learning of Mathematics / / edited by Nigel Calder, Kevin Larkin, Nathalie Sinclair
| Using Mobile Technologies in the Teaching and Learning of Mathematics / / edited by Nigel Calder, Kevin Larkin, Nathalie Sinclair |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (317 pages) |
| Disciplina | 371.33 |
| Collana | Mathematics Education in the Digital Era |
| Soggetto topico |
Mathematics - Study and teaching
Educational technology Learning, Psychology of Mathematics Education Digital Education and Educational Technology Instructional Psychology |
| ISBN | 3-319-90179-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 01. Introduction -- 02. Mobile Technologies: How might using mobile technologies reshape the learning and teaching of mathematics? Nigel Calder, Kevin Larson and Nathalie Sinclair -- Section One: Looking across the terrain -- 03. Mathematics apps - stormy with the weather clearing: Using cluster analysis to enhance app use in mathematics classrooms. Kevin Larkin and Todd Milford -- 04. How might apps reshape the mathematical learning experience? Nigel Calder and Carol Murphy -- 05. Mobile technologies in the primary mathematics classroom: Engaging or not? Catherine Attard -- Section Two: Traversing the teaching and learning landscape -- 06. When robot A.L.E.X. trains teachers how to teach mathematics. Andreas Kyriakides and Maria Meletiou-Mavrotheris -- 07. Supporting teachers’ orchestration of mobile learning activities. Håkan Sollervall, Didac Gil de la Iglesia and Janosch Zbick -- 08. Collaborative engagement through mobile technology in mathematics learning. Mina Sedaghatjou and Sheree Rodney -- 09. Augmenting mathematics with mobile technology. Christian Bokhove, Alison Clark-Wilson and Marios Pittalis -- Section Three: Navigating content: Focussing on particular concepts -- 10. Developing mastery of time concepts by integrating lessons and apps. Timothy Pelton, Todd Milford and Lesley Francis Pelton -- 11. Heatmap and hierarchical clustering analysis to highlight changes in young children’s developmental progressions using virtual manipulative mathematics apps. Christina W. Lommatsch, Stephen Tucker, Patricia Moyer-Packenham and Jürgen Symanzik -- 12. A better story: An embodied-design argument for generic manipulatives. Dana Rosen, Alik Palatnik, and Dor Abrahamson -- 13. Fingers-on geometry: The emergence of symmetry in a primary school classroom with multi-touch dynamic geometry. Sean Chorney and Nathalie Sinclair -- 14. Touching numbers and feeling quantities: Methodological dimensions of working with TouchCounts. Francesca Ferrara and Ketty Savioli -- 15. Approaching secondary school geometry through the logic of inquiry within technological environments. Carlotta Soldano and Ferdinando Arzarello -- Section Four: Exploring new forms of communication to make mathematical learning visible -- 16. Mathematics screencasts for teaching and learning. Linda Galligan and Carola Hobohm -- 17. The use of mobile technologies in the primary school mathematics classroom- developing ‘create-alouds’. Anne Prescott and Damian Maher -- 18. Using Show and Tell apps to engage students in problem solving in the mathematics classroom. Naomi Ingram, Keryn Pratt, and Sandra Williamson-Leadley. |
| Record Nr. | UNINA-9910299505403321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||