Bøger i Studies in Mathematical Thinking and Learning Series serien

Presents the scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities. This collection extends the knowledge base on mathematics teaching, learning, participation, and policy for black children, and provides various framings of relevant issues that researchers can use in their work.

Contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position. This book is intended for researchers, professionals, and graduate students in developmental psychology, educational psychology, and mathematics education.

Offers multiple interconnected perspectives on the largely untapped potential of elementary number theory for mathematics education: its formal and cognitive nature, its relation to arithmetic and algebra, its accessibility, its utility and intrinsic merits, to name just a few.

The research reported here provides reliable evidence on, and knowledge about, mathematics and science instruction that emphasizes student understanding. The book presents a summary of the concepts, findings, and conclusions of NCISLA research from 1996-2001.

The Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers in Mathematics in 1989 for grades K-12 in the US prompted the development of of standards-based mathematics curricula. This text examines these curricula.

This volume assembles papers on the subject of teaching Elementary School mathematics. It includes case studies and teaching from different perpectives in order to help the teacher put the lessons and subject across well.

This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: what is the nature of arithmetic expertise? and how can instruction best promote it?

This volume collates research done on integrating the study of teaching, and the study of learning mathematics. The research was guided by two common goals. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established and/or studied.

Contributors reflect on statistics and attempt to develop a clearer image of where the field may be heading in terms of teaching. To identify the key areas for consideration for children and adolescents learning statistics, there are four themes: content, teaching, learning, and assessment.

Rather than looking to high school geometry as the locus of geometric reasoning, the contributors to this volume suggest that reasoning about space can and should be successfully integrated with other forms of mathematics, starting at the elementary level and continuing through high school.

This volume assembles papers on the subject of teaching Elementary School mathematics. It includes case studies and teaching from different perpectives in order to help the teacher put the lessons and subject across well.

This analysis of mathematical reasoning draws on the interdisciplinary nature of cognitive science. It moves away from notions of reasoning as "abstract" and "disembodied", to a view of its "embodied" and "imaginative" qualities and considers ideas from psychology, philosophy and linguistics.

This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: what is the nature of arithmetic expertise? and how can instruction best promote it?

This text accounts for the untidy and complex nature of mathematics learning and teaching as it occurs in classroom situations. It discusses small group collaboration and learning, the teacher's practice and growth, and language, discourse and argumentation in the mathematics classroom.

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

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

"This book compiles and synthesizes existing research on teachers' use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on -- but not restricted to -- those materials developed in the 1990s in response to the NCTM's Principles and Standards for School Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years and growing scholarly interest in their use, the book represents the first compilation of research on teachers and mathematics curriculum materials and the first volume with this focus in any content area in several decades. "--

This analysis of mathematical reasoning draws on the interdisciplinary nature of cognitive science. It moves away from notions of reasoning as "abstract" and "disembodied", to a view of its "embodied" and "imaginative" qualities and considers ideas from psychology, philosophy and linguistics.

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.

This book consists of conclusions drawn from the expertise shared at the Conference on Standards for Prekindergarten and Kindergarten Mathematics Education. It offers substantive detail regarding young students' understandings of mathematical ideas.

Offers multiple interconnected perspectives on the largely untapped potential of elementary number theory for mathematics education: its formal and cognitive nature, its relation to arithmetic and algebra, its accessibility, its utility and intrinsic merits, to name just a few.

This new collection provides a much-needed forum for mathematics educators to articulate a connected K-16 "story" of proof. This book both highlights the ideas that have recently emerged on proof research and defines an agenda for future study.

This is the first book to examine research on mathematics teacher noticing---how teachers pay attention to and make sense of what happens in the complexity of instructional situations.

This is the first book to examine research on mathematics teacher noticing---how teachers pay attention to and make sense of what happens in the complexity of instructional situations.

Presents the results of a major NSF-funded study to gather, analyze, and synthesize the research on K-12 student outcomes in standards-based mathematics curriculum projects. Audiences include math ed researchers, policymakers, teachers, etc.

This guide translates the Teaching Standards and assists in providing a reference for planning and carrying out instructions, aiming to lead to increased interaction between teachers knowledge and beliefs. It also provides case studies, displaying this process.

Compiles and synthesizes the research on teachers' use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers. This book focuses on those materials developed in the 1990s in response to the NCTM's Principles and Standards for School Mathematics.

Contributors reflect on statistics and attempt to develop a clearer image of where the field may be heading in terms of teaching. To identify the key areas for consideration for children and adolescents learning statistics, there are four themes: content, teaching, learning, and assessment.

First published in 2010. Routledge is an imprint of Taylor & Francis, an informa company.

L. English, Introduction: Mathematical and Analogical Reasoning in Early Childhood. P.A. Alexander, M. Buehl, Seeing the Possibilities: Constructing and Validating Measures of Mathematical and Analogical Reasoning for Young Children. M.M. Buehl, P.A.