Bøger i Studies in Mathematical Thinking and Learning Series serien

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

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.

Offers a collection that presents mathematics education from a culturally responsive perspective. This title tackles the issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

Presents mathematics education from a culturally responsive perspective. This collection tackles the crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics.

A collection that provides forum for mathematics educators to articulate a connected K-16 'story' of proof. It not only highlights the main ideas that have emerged on proof research, but also defines an agenda for future study.

With issues of equity at the forefront of mathematics education research and policy, this collection offers authoritative scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities.

Offers a comprehensive, research-based, multi-faceted look at issues in early algebra. This book aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.

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.

Offers a comprehensive, research-based, multi-faceted look at issues in early algebra. This title provides a rationale for a stronger and more sustained approach to algebra in school.

Casebook & video on the use of assessment as an ongoing activity in the classroom to help teachers reshape their instructional practice.

Tells a single story, in many voices, about a set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. This book challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.

This volume is based upon a conference which offered a forum in which various people involved in education reform presented their work, and members of the broad communites gathered commented on it. The focus was primarily on college mathematics, informed by developments in K-12 mathematics.

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 work brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education Conference.