Bøger i Studies in Mathematical Thinking and Learning Series serien

This work illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices.

This study is concerned with the psychological, academic, and mathematical development of African American adolescents. The author adds complexity to discussions of mathematics learning, achievement, and persistence among African Americans, as well as reconceptualizing these issues.

Includes the original studies that compare US and Chinese elementary teachers' mathematical understanding. This book offers a framework for grasping the mathematical content necessary to develop the thinking of school children.

Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? This title proposes a theory and model for how we think and act in the classroom and beyond.

Taking the central importance of language in the development of mathematical understanding as its starting point, this title explores students' experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it.

Synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives.

Arguing that research by cognitive psychologists and mathematical educators has been compartmentalized by departmental boundaries, this text integrates this research to demonstrate its relevance to the debate on the reform of mathematics education.

Reveals the development of students' understanding of statistical literacy. This book looks at students' thinking, in relation to tasks based on sampling, graphical representations, averages, chance, beginning inference, and variation, which are essential to later work in formal statistics.

Lesson study is a popular professional development approach in Japan whereby teachers collaborate to study content and instruction, and how students solve problems. This work is a comprehensive look at the system and process of lesson study in Japan.

Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.

Provides a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. This book shows how young learners attempt to work with mathematical generalizations before they have learned formal algebraic notation. It is suitable as a text in undergraduate or graduate mathematics education courses.

Providing invaluable research on both sending and receiving communities in Mexico and the U.S, this collection considers the multiple aspects of children¿s experiences with mathematics both in and out of school.

"How Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China"--

This book draws upon studies of the development of young children's mathematical and analogical reasoning in the United States and Australia to address a number of significant issues in the mathematical development of young children.

This work reports on case studies of two schools that have taught mathematics in different ways. Three hundred students were followed over three years, providing a range of data to show the ways their beliefs and understandings were shaped by different approaches to mathematics teaching.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain. Integrating a number of different research perspectives is a complex task, and ways must be found to reduce the complexity without sacrificing the integration. The research discussed in this volume is tied together because it deals with a common content strand. During the last ten years specific content domains have served as focal points for research on the development of mathematical concepts in children. The areas of addition and subtraction, algebra, rational numbers, and geometry are notable examples. Whether a similar organizational structure will prevail for programs of research that integrate the study of teaching, learning, curriculum, and assessment is an open question. The perspectives presented in this volume illustrate the potential for adopting this perspective.

Using a variety of research methods, this study addresses the need for professional development leaders and policy makers to influence teachers to modify their mathematics instruction so it is closer to the recommendations of the National Council of Teachers in Mathematics.

This volume focuses on the mathematical idea of functions which can now be dynamically represented with technology. It concludes that due to recent technological developments, and the integrated knowledge available from research, there is a chance to make dramatic changes in the curriculum.