Conception and Characteristics of Expert Mathematics Teachers in China

(Perspektiven der Mathematikdidaktik)

Xinrong Yang

Springer Spektrum | 2014 | 335 páginas | rar - pdf | 1,65 Mb

link (password: matav)

The superior performance of East Asian students in recent international studies of mathematics achievement has attracted the attention of educators and policy makers worldwide. Xinrong Yang focuses on exploring how an expert mathematics teacher is conceptualized by mathematics educators in China and the characteristics that expert mathematics teachers share. The author adopts a sociocultural theory and a prototypical view of conception in this study of teacher expertise and shows that some of the roles expected to be played by expert mathematics teachers in China, such as being at the same time a researcher, a mentor, an expert in examination, and an exemplary model, are quite different from the roles expected of an expert teacher in Western cultures. In addition, some characteristics of expert mathematics teachers the author identifies are different from those reported in previous studies. Examples include the expert mathematics teachers´ contemporary-constructivist oriented beliefs about mathematics and its learning and teaching, and their ability to teach with flexibility, balance, and coherence.​

Contents
​​Conception of Expert Mathematics Teachers
Beliefs and Knowledge of Expert Mathematics Teachers.
Classroom Teaching Practice and Sociocultural Influences​.

Mathematical Knowledge: Its Growth Through Teaching

(Mathematics Education Library, 10)

 Alan Bishop, Stieg Mellin-Olsen e Joop van Dormolen

Springer | 2010 -  reprint of 1st ed. 1991 edition | 214 páginas | rar - pdf | 21,6 Mb

link (password: matav)

CONTENTS
Introduction 1
G. BROUSSEAU AND M. OITE / The Fragility of Knowledge 13
S. MELLIN-OLSEN / The Double Bind as a Didactical Trap 39
W. D6RFLER / Forms and Means of Generalization in Mathematics 63
J. VAN DORMOLEN / Metaphors Mediating the Teaching and Understanding of Mathematics 89
R. DOUADY / Tool, Object, Setting, Window: Elements for Analysing and Constructing Didactical Situations in Mathematics 109
T. WERNER / Observing Conceptual Complexity
C. HOYLES / Developing Mathematical Knowledge Through Microworlds
N. BALACHEFF / The Benefits and Limits of Social Interaction: The Case of Mathematical Proof
A. J. BISHOP / Mathematical Values in the Teaching Process
Index of Names
Index of Subjects

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 6-8

John A. Van de Walle, Jennifer M. Bay Williams, Lou Ann H. Lovin e Karen H. Karp

Pearson | 2013 - 2ª edição | 439 páginas | rar -pdf | 9,7 Mb

link (password: matav)

Initially adapted from Van de Walle’s market-leading textbook, Elementary and Middle School Mathematics, the Van de Walle Professional Mathematics Series are practical guides for developmentally appropriate, student-centered mathematics instruction from best selling mathematics methods authors John Van de Walle, Jennifer Bay-Williams, Karen Karp, and LouAnn Lovin. Specially designed for in-service teachers, each volume of the series focuses on the content relevant to a specific grade band and provides additional information on creating an effective classroom environment, engaging families, and aligning teaching to the Common Core State Standards. Additional activities and expanded lessons are also included.
The series has three objectives:
1. To illustrate what it means to teach student-centered, problem-based mathematics
2. To serve as a reference for the mathematics content and research-based instructional strategies suggested for pre-kindergarten to grade two, grades three to five, and grades six to eight
3. To present a large collection of high quality tasks and activities that can engage students in the mathematics that is important for them to learn
Volume III is tailored specifically to grades 6-8, allowing teachers to quickly and easily locate information to implement in their classes. The student-centered approach will result in students who are successful in learning mathematics, making these books indispensable for 6-8 classroom teachers!

Contents
Part 1: Establishing a Student-Centered Environment
Chapter 1: Teaching Mathematics for Understanding
Chapter 2: Teaching Mathematics Through Problem Solving
Chapter 3: Assessing for Learning
Chapter 4: Differentiating Instruction
Chapter 5: Planning, Teaching, and Assessing Culturally and Linguistically Diverse Students
Chapter 6: Planning, Teaching, and Assessing Students with Exceptionalities
Chapter 7: Collaborating with Families, Community, and Principals
Part 2: Teaching Student-Centered Mathematics
Chapter 8: Fraction Concepts and Computation
Chapter 9: Decimal Concepts and Computation
Chapter 10: The Number System
Chapter 11: Ratios and Proportions
Chapter 12: Exploring Algebraic Thinking, Expressions, and Equations
Chapter 13: Developing Geometry Concepts
Chapter 14: Exploring Measurement Concepts
Chapter 15: Working with Data and Doing Statistics
Chapter 16: Investigating Concepts of Probability

Mathematics Education: Exploring the Culture of Learning

(Researching Mathematics Learning)
Barbara Allen e Sue Johnston-Wilder

RoutledgeFalmer | 2003 | 256 páginas |  rar - PDF | 1,3 Mb


link
password: matav


pdf - 22 Mb - link


Referência em: MathEduc

Mathematics Education identifies some of the most significant issues in mathematics education today. Pulling together relevant articles from authors well-known in their fields of study, the book addresses topical issues such as:

• gender

• equity

• attitude

• teacher belief and knowledge

• community of practice

• autonomy and agency

• assessment

• technology.

The subject is dealt with in three parts: culture of the mathematics classroom, communication in mathematics classrooms and pupils' and teachers' perceptions.

Students on postgraduate courses in mathematics education will find this book a valuable resource. Students on BEd and PGCE courses will also find this a useful source of reference as will teachers of mathematics, mentors and advisers.

Contents
Introduction: issues in researching mathematics learning 1
BARBARA ALLEN AND SUE JOHNSTON-WILDER
SECTION 1
Culture of the mathematics classroom – including equity and social justice 7
1 Images of mathematics, values and gender: a philosophical perspective 11
PAUL ERNEST
2 Towards a sociology of learning in primary schools 26
ANDREW POLLARD
3 Learners as authors in the mathematics classroom 43
HILARY POVEY AND LEONE BURTON WITH CORINNE ANGIER AND MARK BOYLAN
4 Paradigmatic conflicts in informal mathematics assessment as sources of social inequity 57
ANNE WATSON
5 Constructing the ‘legitimate’ goal of a ‘realistic’ maths item: a comparison of 10–11- and 13–14-year olds 69
BARRY COOPER AND MÁIRÉAD DUNNE
6 Establishing a community of practice in a secondary mathematics classroom 91
MERRILYN GOOS, PETER GALBRAITH AND PETER RENSHAW
SECTION 2
Communication in mathematics classrooms 117
7 Mathematics, social class and linguistic capital: an analysis of mathematics classroom interactions 119
ROBYN ZEVENBERGEN
8 What is the role of diagrams in communication of mathematical activity? 134
CANDIA MORGAN
9 ‘The whisperers’: rival classroom discourses and inquiry mathematics 146
JENNY HOUSSART
10 Steering between skills and creativity: a role for the computer? 159
CELIA HOYLES
SECTION 3
Pupils’ and teachers’ perceptions 173
11 The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice 175
ALBA GONZALEZ THOMPSON
12 Setting, social class and survival of the quickest 195
JO BOALER
13 ‘I’ll be a nothing’: structure, agency and the construction of identity through assessment 219
DIANE REAY AND DYLAN WILIAM
14 Pupils’ perspectives on learning mathematics 233
BARBARA ALLEN
Index 243

A Experiência Matemática no Ensino Básico

Programa de Formação Contínua em Matemática para Professores dos 1.º e 2.º Ciclos do Ensino BásicoAna Maria Roque Boavida, Ana Luisa Paiva, Graça Cebola, Isabel Vale e Teresa Pimentel
Ministério da Educação, Direcção-Geral de Inovação e de Desenvolvimento Curricular | 2008 | 133 páginas | PDF | 7,34 MB

link direto

Nota de apresentação..... 5
Introdução ....... 7
Capítulo Resolução de Problemas em Matemática ... 11
1.1 Introdução .... 13
1.2 Problemas e estratégias de resolução .... 14
1.2.1 O que é um problema?..... 15
1.2.2 Diferentes tipos de problemas ..... 16
1.2.3 Estratégias.... 22
1.3 Formulação de problemas...... 27
1.3.1 Estratégias de formulação de problemas ..... 28
1.4 Selecção e enriquecimento de tarefas.... 31
A concluir...... 33
Capítulo Conexões Matemáticas.... 35
2.1 Introdução ....... 37
2.2 Conexões com a vida real ... 38
2.3 Conexões com outras áreas ..... 42
2.3.1 Conexões com a Literatura Infantil ..... 42
2.3.2 Conexões com o Estudo do Meio − Ciências da Natureza ... 45
2.3.3 Conexões com a Expressão Musical ... 46
2.4 Conexões dentro da própria Matemática...... 49
2.4.1 Conexões entre Geometria e Número ....... 49
2.4.2 Conexões entre Geometria e Medida.... 53
2.4.3 Conexões entre operações aritméticas ..... 55
A concluir.... 58
Capítulo Comunicação Matemática.... 59
3.1 Introdução.... 61
3.2 Comunicar para aprender...... 62
3.3 A pergunta como catalisador da comunicação ..... 64
3.4 Escrever em Matemática ..... 68
3.5 Representação e linguagens .... 71
A concluir....... 78
Capítulo Argumentação em Matemática... 79
4.1 Introdução ......... 81
4.2 Argumentação em Matemática: características e significado ..... 82
4.2.1 A natureza discursiva da argumentação .... 82
4.2.2 A natureza dialéctica da argumentação... 84
4.2.3 O carácter social da argumentação.... 89
4.3 Contextos e percursos argumentativos .... 93
A concluir ...... 102
Capítulo Integrando Conteúdos e Processos Matemáticos.... 103
5.1 Introdução..... 105
5.2 Integração via tarefas matemáticas ..... 106
5.2.1 Par ou ímpar .... 106
5.2.2 Triângulos e outras figuras... 112
5.2.3 Números e capicuas ..... 116
5.2.4 Percursos no relvado...... 120
5.3 Aspectos de uma cultura de integração..... 123
Conclusão...... 127
Bibliografia ...... 129

Geometria

(textos de apoio para educadores de infância)
Maria de Fátima Mendes, Catarina Coutinho Delgado

Ministério da Educação, Direcção-Geral de Inovação e de Desenvolvimento Curricular | 2008 | 85 páginas | PDF | 925 KB

link direto

Preâmbulo 7
A Geometria no Jardim-de-infância 9
1. Orientar 15
1.1. Localizar 16
Tarefa – Adivinha em quem estou a pensar! 16
Tarefa – Brincar com o Noddy 17
1.2. Tomar um ponto de vista 18
Tarefa – Descobre quem fez o desenho 18
Tarefa – Brincar às escondidas 19
Tarefa – Desenhar vistas 20
2. Construir 23
2.1. Construções com materiais diversos 25
Tarefa – Construções com caixas 26
Tarefa – Construção de alimentos a partir de uma ementa 26
Tarefa – Construir figuras usando uma corda 27
2.2. Construções com materiais de geometria 28
Tarefa – Construções com blocos a partir de uma imagem 28
Tarefa – Construir figuras a partir de figuras 31
2.3. Construções com papel 33
Tarefa – Dobrar um quadrado 34
Tarefa – Construir um porta CD 35
3. Operar com formas e figuras 37
Tarefa – Movimentar, aumentar e diminuir figuras 38
Tarefa – Estrelas e mais estrelas 39
Tarefa – Alegre ou triste? 40
Tarefa – Criar um friso 41
Tarefa – Observar e desenhar sombras 42
4. Geometria e Medida 45
4.1. Comparar e ordenar 47
Tarefa – Medir e ordenar as alturas das crianças da sala 49
Tarefa – Comparar capacidades usando água 52
4.2. Utilizar uma unidade de medida 54
Tarefa – Medir comprimentos e distâncias 56
Tarefa – Um aquário para o Nemo 56
Tarefa – Fazer colchas para a cama das bonecas 57
4.3. Um caminho para a utilização de um instrumento
de medida padronizado 58
5. Geometria e Padrões 61
Tarefa – Padrões com cubos 63
Tarefa – Padrões utilizando blocos lógicos 65
Tarefa – Direita e esquerda 65
Tarefa – Em cima e em baixo 67
Tarefa – Um placard com um padrão geométrico 68
Tarefa – Construir um padrão com carimbos 69
Tarefa – Observar padrões à nossa volta 70
6. Tarefas Integradoras 73
Tarefa – Preparar a visita de um amigo imaginário 75
Tarefa – A mãe da Maíza é que conta 78
Bibliografia 81
Anexos 83

Teaching Mathematics 3-5 Developing learning in the Foundation Stage

Sue Gifford

Open University Press | 2005 | 208 páginas | PDF | 1 Mb

link direto
link
scribd.com

This book provides a research background for adults helping three to five year olds learn mathematics, including social and emotional processes as well as key mathematical ideas and common difficulties. It includes implications for practice and proposes presented with a playful and sensitive approach. It is illustrated with examples from the author's own research and work with practitioners. Following the introduction, the first chapter, Now We Are Teaching Three Year Olds Maths: Recent Changes to Early Years Mathematics, is presented. Section One, What Do We Know about How Young Children Learn Maths? A Holistic Approach, contains the following chapters: (2) Cognitive Processes; (3) Emotional Processes; (4) Social Processes; and (5) Physical Processes. Section Two, Implications for Practical Pedagogy, presents the second group of chapters: (6) What Do We Know about How Children Learn in Early Years Settings?; (7) What Does Teaching Mean with Very Young Children? and (8) Approaches to Planning and Assessment. Section Three, The Mathematics Curriculum: Appropriate Expectations and Common Difficulties, contains the final chapters: (9) Number; (10) Shape and Space; (11) Measures; and (12) Problem Solving. Following a conclusion, the last chapter of the book, Looking to the Future, is presented.

Didáctica de la Estadística

Carmen Batanero

Grupo de Investigación en Educación Estadística | 2001 | 201 páginas | PDF |

link direto

Para mais livros e artigos sobre o ensino da estatística:
ugr.es

Didáctica da Matemática para professores

Juan D. Godino

Departamento de Didáctica de la Matemática
Facultad de Ciencias de la Educación
Universidad de Granada | 2002 | 456 páginas

Livro on-line:
redes-cepalcala.org (PDF | 5,15 MB)

Experiencing School Mathematics

Traditional and Reform Approaches To Teaching and Their Impact on Student Learning, Revised and Expanded Edition
(Mathematical Thinking and Learning Series)
Jo Boaler

Lawrence Erlbaum | 2002  | 224 páginas | PDF | 11 Mb

link
scribd.com

Referência em: MathEduc

NORTH AMERICAN RIGHTS ONLY: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, © Jo Boaler. This revised edition is for sale in North America only.
The first book to provide direct evidence for the effectiveness of traditional and reform-oriented teaching methods, Experiencing School Mathematicsreports on careful and extensive case studies of two schools that taught mathematics in totally different ways. Three hundred students were followed over three years, providing an unusual and important range of data, including observations, interviews, questionnaires, and assessments, to show the ways students' beliefs and understandings were shaped by the different approaches to mathematics teaching. The interviews that are reproduced in the book give compelling insights into what it meant to be a student in the classrooms of the two schools. Questions are raised about and new evidence is provided for: 
* the ways in which "traditional" and "reform oriented" mathematics teaching approaches can impact student attitude, beliefs, and achievement; 
*the effectiveness of different teaching methods in preparing students for the demands of the "real world" and the 21st century; 
*the impact of tracking and heterogeneous ability grouping; and 
*gender and teaching styles--the potential of different teaching approaches for the attainment of equity. 

The book draws some radical new conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings. 

This edition has been revised for the North American market to show the relevance of the study results in light of the U.S. reform movement, the "math wars" and debates about teachers, assessment, and tracking. The details of the study have been rewritten for an American audience and the results are compared with research conducted in the U.S. This is an important volume for mathematics teachers and researchers, education policymakers, and for students in mathematics education courses.

Learning Discourse: Discursive Approaches to Research in Mathematics Education

C. Kieran, Ellice Ann Forman, Anna Sfard

Springer | 2003  | 308 páginas | PDF | 5 Mb

link

Referência em: MathEduc

The authors of this volume claim that mathematics can be usefully re-conceptualized as a special form of communication. As a result, the familiar discussion of mental schemes, misconceptions, and cognitive conflict is transformed into a consideration of activity, patterns of interaction, and communication failure. By equating thinking with communicating, the discursive approach also deconstructs the problematic dichotomy between "individual" and "social" research perspectives.


Página de Ana Sfard - https://www.msu.edu/~sfard/
de onde pode fazer descarregar alguns dos artigos da autora

Theory of Didactical Situations in Mathematics Didactique des mathématiques, 1970-1990

Mathematics Education Library , Vol. 19
Guy Brousseau

Springer | 1997 | 332 páginas | PDF

4shared.com
link

Referência em: MathEduc

This book is unique. It gathers texts which give the best presentation of the principles and key concepts of the Theory of Didactical Situations that Guy Brousseau developed in the period from 1970 to 1990. These texts have been edited and organised so that they provide a comprehensive presentation of the Theory. Concepts such as didactical contract, didactical variable and epistemological obstacle are presented in detail.

Meaning in Mathematics Education

Mathematics Education Library , Vol. 37
Jeremy Kilpatrick; Celia Hoyles; Ole Skovsmose, (Eds.)

Springer | 2005 | 262 páginas | PDF | 10,6 Mb

link
uploading.com
depositfiles.com
shareflare.net

uploading.com (rar - PDF | 15,3 MB)

Referência em: MathEduc

What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed – theoretical and practical – and this book seeks to move the debate forward along both dimensions while seeking to relate them where appropriate. A discussion of meaning can start from a theoretical examination of mathematics and how mathematicians over time have made sense of their work. However, from a more practical perspective, anybody involved in teaching mathematics is faced with the need to orchestrate the myriad of meanings derived from multiple sources that students develop of mathematical knowledge.

Humans-with-Media and the Reorganization of Mathematical Thinking Information and Communication Technologies, Modeling, Visualization and Experimentatio

Mathematics Education Library , Vol. 39
Marcelo C. Borba, Monica E. Villarreal

Springer | 2005 | 232 páginas | PDF | 13 MB

link

modellus.fct.unl.pt (link direto)
stdb.hnue.edu.vn (link direto)

Referência em: MathEduc

This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Borba and Villarreal provide examples from research conducted at the level of basic and university-level education, developed by their research group based in Brazil, and discuss their findings in the light of the relevant literature. Arguing that different media reorganize mathematical thinking in different ways, they discuss how computers, writing and speech transform education at an epistemological as well as a political level. Modeling and experimentation are seen as pedagogical approaches which are in harmony with changes brought about by the presence of information and communication technology in educational settings. Examples of research about on-linemathematics education courses, and Internet used in regular mathematics courses, are presented and discussed at a theoretical level. In this book, mathematical knowledge is seen as developed by collectives of humans-with-media. The authors propose that knowledge is never constructed solely by humans, but by collectives of humans and technologies of intelligence. Theoretical discussion developed in the book, together with new examples, shed new light on discussions regarding visualization, experimentation and multiple representations in mathematics education. Insightful examples from educational practice open up new paths for the reader.

Opening the Research Text Critical Insights and In(ter)ventions into Mathematics Education

Mathematics Education Library, Vol. 46
Elizabeth de Freitas; Kathleen Nolan, (Eds.)

Springer | 2008 | 256 páginas | PDF | 1,64 MB

link

Referência em: MathEduc

The provocative contributions to Opening the Research Text reflect current interest in the political and cultural underpinnings of mathematics education. With 22 contributors including both established researchers and newcomers, this innovative research-oriented volume challenges traditional theories and "comforting narratives" of pedagogy through realistic, non-linear scenarios reflecting the ambiguities and power relationships of the classroom. By alternating research chapters with inventive responses (including poetry, concept mapping, graphic novel, and collage), the editors present theoretical as well as practice-based possibilities in areas as diverse as arts-based inquiry and social justice pedagogy, all in relation to mathematics education. These multiple calls to action will inspire readers to:

Rethink the accessibility and impact of their classroom work.

Consider the value of poststructuralist strategies to curriculum theory.Explore alternate research paradigms in mathematics education.Trace the intersections of power, economics and mathematics.Critically examine the discourse of school mathematics and policy documents.Engage in self-study, writing their own stories of insight and in(ter)vention.

Opening the Research Text asks teachers, researchers and scholars to add to the dialogue that is transforming the mathematics education field, and leads new educators toward insights into their careers and the students and communities they serve. Additionally, the book can be a primary graduate or supplementary undergraduate text in education or mathematics education.

Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching

Richard A. Lesh, Helen M. Doerr

Lawrence Erlbaum| 2003 | 331 páginas | PDF | 30 Mb

link

Referência em: MathEduc

This book has two primary goals. On the level of theory development, the book clarifies the nature of an emerging "models and modeling perspective" about teaching, learning, and problem solving in mathematics and science education. On the level of emphasizing practical problems, it clarifies the nature of some of the most important elementary-but-powerful mathematical or scientific understandings and abilities that Americans are likely to need as foundations for success in the present and future technology-based information age. Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching features an innovative Web site housing online appendices for each chapter, designed to supplement the print chapters with digital resources that include example problems, relevant research tools and video clips, as well as transcripts and other samples of students' work: modeling/ This is an essential volume for graduate-level courses in mathematics and science education, cognition and learning, and critical and creative thinking, as well as a valuable resource for researchers and practitioners in these areas.

Table of Contents

Contents

Preface

PART I: INTRODUCTION TO A MODELS AND MODELING PERSPECTIVE

1 Foundations of a Models and Modeling Perspective on Mathematics Teaching, Learning, and Problem Solving

Richard Lesh and Helen M. Doerr

2 Model Development Sequences

Richard Lesh, Kathleen Cramer, Helen M. Doerr, Thomas Post, and Judith S. Zawojewski

3 Origins and Evolution of Model-Based Reasoning in Mathematics and Science

Richard Lehrer and Leona Schauble

4 Piagetian Conceptual Systems and Models for Mathematizing Everyday Experiences

Richard Lesh and Guadalupe Carmona

5 A Semiotic Look at Modeling Behavior

Paul E. Kehle and Frank K. Lester, Jr.

6 A Modeling Perspective on Teacher Development

Helen M. Doerr and Richard Lesh

7 A Modeling Approach for Providing Teacher Development

Roberta Y. Schorr and Richard Lesh

8 A Modeling Approach to Describe Teacher Knowledge

Karen Koellner Clark and Richard Lesh

9 Task-Analysis Cycles as Tools for Supporting Students' Mathematical Development

Kay McClain

10 Explanations Why? The Role of Explanations in Answers to (Assessment) Problems

Martin van Reeuwijk and Monica Wijers

PART HI: MODELS AND MODELING AS VIEWED BY HEAVY USERS OF MATHEMATICS

11 What Mathematical Abilities Are Needed for Success Beyond School in a Technology-Based Age of Information?

Richard Lesh, Judith S. Zawojewski, and Guadalupe Carmona

12 The EPICS Model in Engineering Education: Perspectives on Problem-Solving Abilities Needed for Success Beyond Schools

William Oakes and Anthony G. Rud, Jr.

13 The Case for Cases

Geza Kardos

14 Introduction to an Economic Problem: A Models and Modeling Perspective

Charalambos D. Aliprantis and Guadalupe Carmona

15 A Models and Modeling Perspective on Technology-Based Representational Media

Tristan Johnson and Richard Lesh

16 A Models and Modeling Perspective on Skills for the High Performance Workplace

Melissa J. Dark

PART IV: MODELS AND MODELING IN PROBLEM SOLVING AND LEARNING

17 Ends-in-View Problems

Lyn English and Richard Lesh

18 A Models and Modeling Perspective on Problem Solving

Judith S. Zawojewski and Richard Lesh

19 A Models and Modeling Perspective on the Role of Small Group Learning Activities

Judith S. Zawojewski, Richard Lesh, and Lyn English

20 Local Conceptual Development of Proof Schemes in a Cooperative Learning Setting

Guershon Harel and Richard Lesh

21 A Models and Modeling Perspective on Metacognitive Functioning in Everyday Situations Where Problem Solvers Develop Mathematical Constructs

Richard Lesh, Frank K. Lester, Jr., and Margret Hjalmarson

22 Interest, Identity, and Social Functioning: Central Features of Modeling Activity

James A. Middleton, Richard Lesh, and Michelle Heger

PART V: MODELS AND MODELING BEFORE AND AFTER MIDDLE SCHOOL

23 Beyond Constructivism: An Improved Fitness Metaphor for the Acquisition of Mathematical Knowledge

Susan J. Lamon

24 Using a Translation Model for Curriculum Development and Classroom Instruction

Kathleen Cramer

25 Integrating a Models and Modeling Perspective With Existing Research and Practice

Marilyn Carlson, Sean Larsen, and Richard Lesh

26 Models of Functions and Models of Situations: On the Design of Modeling-Based Learning Environments

Beba Shternberg and Michal Yerushalmy

27 From Problem Solving to Modeling: The Evolution of Thinking About Research on Complex Mathematical Activity

Frank K. Lester, Jr., and Paul E. Kehle

28 In What Ways Does a Models and Modeling Perspective Move Beyond Constructivism?

Richard Lesh and Helen M. Doerr

References

Author Index

Subject Index

Learning to Teach Mathematics in the Secondary School: A Companion to School Experience

Peter Johnston-Wilder, Sue Johnston-Wilder, David Pimm, John Westwell

RoutledgeFalmer | 2000 | 288 páginas | PDF | 1,88 Mb

link


Referência em: MathEduc

Didactics of Mathematics as a Scientific Discipline

(Mathematics Education Library, vol. 13)

R. Biehler, R.W. Scholz, Rudolf Sträßer, Bernard Winkelmann


Springer | 1993 |480 páginas | PDF | 3,55 Mb

uploading.com

scribd.com

brolezzi.com.br (link direto)

link

Descrição: Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field. The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Education; (8) Cultural Framing of Teaching and Learning Mathematics. Didactics of Mathematics as a Scientific Discipline is required reading for all researchers into the didactics of mathematics, and contains surveys and a variety of stimulating reflections which make it extremely useful for mathematics educators and teacher trainers interested in the theory of their practice. Future and practising teachers of mathematics will find much to interest them in relation to their daily work, especially as it relates to the teaching of different age groups and ability ranges. The book is also recommended to researchers in neighbouring disciplines, such as mathematics itself, general education, educational psychology and cognitive science.