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Beyond Shanghai and PISA : Cognitive and Non-cognitive Competencies of Chinese Students in Mathematics / / edited by Binyan Xu, Yan Zhu, Xiaoli Lu
| Beyond Shanghai and PISA : Cognitive and Non-cognitive Competencies of Chinese Students in Mathematics / / edited by Binyan Xu, Yan Zhu, Xiaoli Lu |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (374 pages) |
| Disciplina | 510.71051 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics - Study and teaching
Learning, Psychology of International education Comparative education Educational tests and measurements Mathematics Education Instructional Psychology International and Comparative Education Assessment and Testing |
| ISBN |
9783030681579
3030681572 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: From “Two Basics”, to “Four Basics” and to “Core Mathematics Competencies” in China Mainland -- Chapter 2: What Can PISA Tell us About Shanghai Students’ Performance in Mathematics? -- Chapter 3: Toward a Framework of Core Mathematics Competencies in China -- Chapter 4: Mathematical Problem Posing: Conceptual Development and Empirical Investigation -- Chapter 5: Mathematical Problem Solving: Conceptual Development and Empirical Investigation -- Chapter 6: Mathematical Reasoning: Conceptual Development and Empirical Investigation -- Chapter 7: Mathematical Representation: Conceptual Development and Empirical Investigation -- Chapter 8: Mathematical Modelling: Conceptual Development and Empirical Investigation -- Chapter 9: Mathematical Communication: Conceptual Development and Empirical Investigation -- Chapter 10: Mathematical Disposition: Conceptual Development and Empirical Investigation -- Chapter 11: Anxiety in Mathematics Learning -- Chapter 12: Commentary 1 -- Chapter 13:Commentary 2 -- Chapter 14: Commentary 3 -- Chapter 15: Summary and Conclusion. |
| Record Nr. | UNINA-9910484210503321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Invited Lectures from the 13th International Congress on Mathematical Education / / edited by Gabriele Kaiser, Helen Forgasz, Mellony Graven, Alain Kuzniak, Elaine Simmt, Binyan Xu
| Invited Lectures from the 13th International Congress on Mathematical Education / / edited by Gabriele Kaiser, Helen Forgasz, Mellony Graven, Alain Kuzniak, Elaine Simmt, Binyan Xu |
| Autore | Alain Kuzniak |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | 2018 |
| Descrizione fisica | 1 online resource (X, 786 p. 160 illus.) |
| Disciplina | 370 |
| Collana | ICME-13 Monographs |
| Soggetto topico |
Mathematics - Study and teaching
Learning, Psychology of Teachers - Training of Mathematics Education Instructional Psychology Teaching and Teacher Education |
| ISBN |
9783319721705
3319721704 |
| Classificazione | EDU009000EDU029010EDU046000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Forword, Gabriele Kaiser -- Practice-based Initial Teacher Education: Developing Inquiring Professionals, Glenda Anthony -- Mathematical experiments – an ideal first step into mathematics, Albrecht Beutelspacher -- Intersections of Culture, Language, And Mathematics Education: Looking Back And Looking Ahead, Marta Civil -- The Double Continuity in Algebra, Al Cuoco, William McCallum -- A Friendly Introduction to “Knowledge In Pieces”: Modeling Types of Knowledge and their roles in Learning, Andrea diSessa -- History of Mathematics, Mathematics Education, and the Liberal Arts, Michael N. Fried -- Knowledge and Action for Change through Culture, Community and Curriculum, Linda Furuto -- The Impact and Challenges of Early Mathematics Intervention in an Australian Context, Ann Gervasoni -- Helping teacher educators in institutions of higher learning to prepare prospective and practicing teachers to teach mathematics, Herbert Ginsburg -- Hidden connections and double meanings: A mathematical viewpoint of affective and cognitive interactions in learning, Inés María Gómez-Chacón -- The Role of Algebra in School Mathematics, Liv Sissel Grønmo -- Storytelling for tertiary mathematics students, Ansie Harding -- PME and the international community of mathematics education, Rina Hershkowitz, Stefan Ufer -- ICMI 1966-2016: A double insiders’ view of the latest half century of the International Commission on Mathematical Instruction, Bernard R. Hodgson, Mogens Niss -- Formative Assessment in Inquiry based Elementary Mathematics, Alena Hošpesová -- Professional development of mathematics teachers: Through the lens of the camera, Ronnie Karsenty -- Powering Knowledge vs. Pouring Facts, Petar Kenderov -- Mathematical Problem Solving in Choice-Affluent Environments, Boris Koichu -- Natural Differentiation – An Approach to Cope with Heterogeneity, Günter Krauthausen -- Changes in Attitudes Towards Textbook Task Modification Using Confrontation of Complexity in a Collaborative Inquiry: Two Case Studies, Kyeong-Hwa Lee -- How can cognitive Neuroscience contribute to Mathematics Education? Bridging the two research areas, Roza Leikin -- Themes in Mathematics Teacher Professional learning research in South Africa: A Review of the Period 2006-2015, Mdutshekelwa Ndlovu -- Pedagogies of Emergent Learning, Ricardo Nemirovsky -- Connecting Mathematics, Community, Culture and Place: Promise, Possibilities, and Problems, Cynthia Nicol -- Relevance of learning logical Analysis of Mathematical Statements, Judith Njomgang Ngansop -- Understanding and Visualizing Linear Transformations, Asuman Oktac -- Mapping the Relationship between written and enacted Curriculum: Examining teachers’ decision making, Janine Remillard -- Building Bridges Between Math Education and Engineering Education Communities: a dialogue through Modelling and Simulation, Ruth Rodriguez -- Constructing dynamic geometry: insights from a study of teaching practices in English schools, Kenneth Ruthven -- Exploring the Contribution of Gestures to Mathematical Argumentation Processes in a Semiotic Perspective, Cristina Sabena -- Improving Mathematics Pedagogy through Student/Teacher Valuing: Lessons from five Continents, Wee Tiong Seah -- About a collaborative work. Exploring the Functional World in a Computer Enriched Environment, Carmen Sessa -- Re-centring the individual in participatory accounts of professional identity, Jeppe Skott -- Enactive metaphorising in the learning of mathematics, Jorge Soto-Andrade -- Number Sense in Elementary School Children from different Social Backgrounds: The uses and Meanings Given to Numbers, Alina Galvão Spinillo -- Uncovering Chinese Pedagogy: Spiral Variation—The Unspoken Principle of Algebra Thinking to Develop Chinese Curriculum and instruction of “Two Basics”, Xuhua Sun -- Digital Pedagogy in Mathematics Learning, Yahya Tabesh -- Activity Theory in French Didactic Research, Fabrice Vandebrouck -- The effect of a video-based intervention on the knowledge-based reasoning of future mathematics teachers, Naďa Vondrová -- Popularization of the of Probability Theory and Statistics in School Through Intellectual Competitions, Ivan Vysotskiy -- Noticing in Pre-Service Teacher Education: Research Lessons as a context for reflection on learners’ Mathematical Reasoning and Sense-Making, Helena Wessels -- Dialogues on Numbers: Script-writing as approximation of practice, Rina Zazkis -- Equity in mathematics education: What did TIMSS and PISA tell us in the last two decades? Yan Zhu. |
| Record Nr. | UNINA-9910293145703321 |
Alain Kuzniak
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| 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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