Bøger af Rosamund Sutherland

1. Emphasizing the External.- Imagery for diagrams.- External representations in arithmetic problem solving.- Visualisation in mathematics and graphical mediators: an experience with 11-12 year old pupils.- Visual organisers for formal mathematics.- Mediating mathematical action.- Mathematical objects, representations, and imagery.- 2. Imagery in Support of Geometry.- Images and concepts in geometrical reasoning.- Between drawing and figure.- The functions of visualisation in learning geometry.- Geometrical pictures: kinds of representation and specific processings.- 3. Linking Screen and Mental Imagery.- Overcoming physicality and the external present: cybernetic manipulatives.- On visual and symbolic representations.- The dark side of the Moon.- Ruminations about dynamic imagery (and a strong plea for research).- On designing screen images to generate mental images.- Learning as embodied action.- 4. Employing Imagery.- The importance of mental perception when creating research pictures.- Random images on mental images.- Imagery as a tool to assist the teaching of algebra.- Mathematical screen metaphors.- Exploiting mental imaging: reflections of an artist on a mathematical excursion.

Examines the ways in which ICT can be used in the classroom to enhance teaching and learning in different settings and across different subjects. This book explains why the process of integrating ICT is not straightforward. It emphasises the pivotal role that teachers play in supporting learning with ICT across the curriculum.

In many countries the school curriculum oscillates between focusing on traditional subjects and focusing on skills that are linked to the needs of the 21st-century digital age. Rosamund Sutherland argues against such a skills-based curriculum, maintaining that, from a social justice perspective, the priority of schools should be to give young people access to the knowledge that they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amartya Sen and David Olson to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people, while acknowledging the potential transformative role of digital technologies. This timely book will be invaluable to teachers, academics, students and policy makers interested in the ways in which the digital landscape transforms the nature of the debate about equity and social justice in education.

The descriptions of the Grand Challenge Problems were sent out to a number of stakeholders from industry, academia, and policy-making who responded with insightful, creative and critical comments bringing in their specific perspectives.