Bøger i Research in Mathematics Education serien

Research Trends in Mathematics Teacher Education

This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research.

This unique volume surveys recent research on spatial visualization in mathematics in the fields of cognitive psychology and mathematics education.

Broadening the Scope of Research on Mathematical Problem Solving will prove to be a valuable resource for researchers and teachers interested in mathematical problem solving, as well as researchers and teachers interested in technology, creativity, and affect.

Intends to document the work of the ""Show-Me Project"" (1997-2007) and to highlight lessons learned about curriculum implementation. This title is suitable for readers such as state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators.

The CSMC is one of the National Science Foundation Centers for Learning and Teaching. This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).

The CSMC is one of the National Science Foundation Centers for Learning and Teaching. This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).

Secondary mathematics teachers are frequently required to take a large number of mathematics courses - including advanced mathematics courses such as abstract algebra - as part of their initial teacher preparation program and/or their continuing professional development.

The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students' learning.

The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students' learning.

The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play.

This book provides a unique international comparative perspective on diverse issues and practices in mathematics education between and among the US and five high-performing TIMSS education systems, Japan, China, Singapore, South Korea, and Taiwan.

This book collects recent research on posing and solving mathematical problems. it includes the work from many of the leading researchers in the area and an important number of young researchers.

Intends to document the work of the 'Show-Me Project' (1997-2007) and to highlight lessons learned about curriculum implementation. This title is suitable for readers such as state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators.

The mathematics curriculum - what mathematics is taught, to whom it is taught, and when it is taught - is the bedrock to understanding what mathematics students can, could, and should learn. The contributors to this volume challenge us to examine how the learning of mathematics can and should be affected by today's technology.

The mathematics curriculum - what mathematics is taught, to whom it is taught, and when it is taught - is the bedrock to understanding what mathematics students can, could, and should learn. The contributors to this volume challenge us to examine how the learning of mathematics can and should be affected by today's technology.

In recent years, funding agencies like the Institute of Educational Sciences and the National Science Foundation have increasingly emphasized large-scale studies with experimental and quasi-experimental designs looking for 'objective truths'.

In recent years, funding agencies like the Institute of Educational Sciences and the National Science Foundation have increasingly emphasized large-scale studies with experimental and quasi-experimental designs looking for 'objective truths'.

This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage:Disrupting policies and reforms to address the needs of marginalized learnersA socio-spatial framework for urban mathematics educationLinking literature on allywork to the work of mathematics teacher educatorsTransnational families' mathematical funds of knowledgeMultilingual and technological contexts for supporting learners' mathematical discoursePreservice teachers' strategies for teaching mathematics with English learnersToward Equity and Social Justice in Mathematics Education is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics. It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice in mathematics education.

Over the past few decades there has been increased interest in how students and teachers think and learn about negative numbers from a variety of perspectives. In particular, there has been debate about when integers should be taught and how to teach them to best support students' learning. This book brings together recent work from researchers to illuminate the state of our understanding about issues related to integer addition and subtraction with a goal of highlighting how the variety of perspectives support each other or contribute to the field in unique ways.In particular, this book focuses on three main areas of integer work: students' thinking, models and metaphors, and teachers' thinking. Each chapter highlights a theoretically guided study centered on integer addition and subtraction. Internationally known scholars help connect the perspectives and offer additional insights through section commentaries. This book is an invaluable resource to those who are interested in mathematics education and numerical thinking.

The book synergizes research on number across two disciplines-mathematics education and psychology. The book is aimed to appeal to mathematics educators, mathematics teacher educators, mathematics education researchers, educational psychologists, cognitive psychologists, and developmental psychologists.

The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play.

This book provides a unique international comparative perspective on diverse issues and practices in mathematics education between and among the US and five high-performing TIMSS education systems, Japan, China, Singapore, South Korea, and Taiwan.

The purpose of this book is to collect, organize and disseminate collective wisdom with respect to designing, conducting, and publishing quality research in mathematics education.

Represents an analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. This volume documents the varied grade-level mathematics curriculum expectations in the US and highlights a general lack of consensus across states.

Represents an analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. This volume documents the varied grade-level mathematics curriculum expectations in the US and highlights a general lack of consensus across states.