Third International Handbook of Mathematics Education

M.A. (Ken) Clements, Alan Bishop, Christine Keitel-Kreidt e Jeremy Kilpatrick

Springer | 2013 | 1119 páginas | pdf | 9 Mb

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The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.​

Contents
Part I Introduction to Section A: Social, Political and Cultural Dimensions in Mathematics Education .. 1
Christine Keitel
1 From the Few to the Many: Historical Perspectives on Who Should Learn Mathematics... 7
M. A. (Ken) Clements, Christine Keitel, Alan J. Bishop, Jeremy Kilpatrick, and Frederick K. S. Leung
2 Theories for Studying Social, Political and Cultural Dimensions of Mathematics Education ... 41
Eva Jablonka, David Wagner, and Margaret Walshaw
3 Understanding and Overcoming “Disadvantage” in Learning Mathematics.... 69
Lulu Healy and Arthur B. Powell
4 Beyond Deficit Models of Learning Mathematics: Socio-cultural Directions for Change and Research .... 101
Cristina Frade, Nadja Acioly-Régnier, and Li Jun
5 Studying Learners in Intercultural Contexts ... 145
Yoshinori Shimizu and Gaye Williams
6 Learners in Transition Between Contexts.... 169
Tamsin Meaney and Troels Lange
7 Critical Perspectives on Adults’ Mathematics Education ... 203
Jeff Evans, Tine Wedege, and Keiko Yasukawa
8 The Politics of Equity and Access in Teaching and Learning Mathematics..... 243
Neil A. Pateman and Chap Sam Lim
Part II Introduction to Section B: Mathematics Education as a Field of Study ... 265
Alan J. Bishop
9 From Mathematics and Education, to Mathematics Education .... 273
Fulvia Furinghetti, José Manuel Matos, and Marta Menghini
10 Theories in Mathematics Education: Some Developments and Ways Forward .... 303
Bharath Sriraman and Elena Nardi
11 Research Methods in Mathematics Teacher Education ... 327
Uwe Gellert, Rosa Becerra Hernández, and Olive Chapman
12 Linking Research to Practice: Teachers as Key Stakeholders in Mathematics Education Research ..... 361
Carolyn Kieran, Konrad Krainer, and J. Michael Shaughnessy
13 Teachers Learning from Teachers ... 393
Allan Leslie White, Barbara Jaworski, Cecilia Agudelo-Valderrama, and Zahra Gooya
14 Developing Mathematics Educators .... 431
Jarmila Novotná, Claire Margolinas, and Bernard Sarrazy
15 Institutional Contexts for Research in Mathematics Education ...... 459
Tony Brown and David Clarke
16 Policy Implications of Developing Mathematics Education Research .... 485
Celia Hoyles and Joan Ferrini-Mundy
Part III Introduction to Section C: Technology in the Mathematics Curriculum ..... 517
Frederick K. S. Leung
17 From the Slate to the Web: Technology in the Mathematics Curriculum .... 525
David Lindsay Roberts, Allen Yuk Lun Leung, and Abigail Fregni Lins
18 Modelling with Mathematics and Technologies .. 549
Julian Williams and Merrilyn Goos
19 Technology and the Role of Proof: The Case of Dynamic Geometry ... 571
Nathalie Sinclair and Ornella Robutti
20 How Might Computer Algebra Systems Change the Role of Algebra in the School Curriculum?.... 597
M. Kathleen Heid, Michael O. J. Thomas, and Rose Mary Zbiek
21 Technology for Enhancing Statistical Reasoning at the School Level .... 643
Rolf Biehler, Dani Ben-Zvi, Arthur Bakker, and Katie Makar
22 Learning with the Use of the Internet ... 691
Marcelo C. Borba, Philip Clarkson, and George Gadanidis
23 Technology and Assessment in Mathematics .... 721
Kaye Stacey and Dylan Wiliam
24 Technology-Driven Developments and Policy Implications for Mathematics Education .... 753
L. Trouche, P. Drijvers, G. Gueudet, and A. I. Sacristán
Part IV Introduction to Section D: International Perspectives on Mathematics Education .... 791
Jeremy Kilpatrick
25 From the Local to the International in Mathematics Education .... 797
Alexander Karp
26 International Collaborative Studies in Mathematics Education ... 827
Parmjit Singh and Nerida F. Ellerton
27 Influence of International Studies of Student Achievement on Mathematics Teaching and Learning... 861
Vilma Mesa, Pedro Gómez, and Ui Hock Cheah
28 International Organizations in Mathematics Education .... 901
Bernard R. Hodgson, Leo F. Rogers, Stephen Lerman, and Suat Khoh Lim-Teo
29 Toward an International Mathematics Curriculum .... 949
Jinfa Cai and Geoffrey Howson
30 Methods for Studying Mathematics Teaching and Learning Internationally .... 975
Mogens Niss, Jonas Emanuelsson, and Peter Nyström
31 Implications of International Studies for National and Local Policy in Mathematics Education .. 1009
John A. Dossey and Margaret L. Wu
Brief Biographical Details of Authors .... 1043
Names of Reviewers .. 1063

A Splintered Vision: An Investigation of U.S. Science and Mathematics Education

W.H. Schmidt , Curtis C. McKnight, S. Raizen (Editores)

Springer |1997 | 176 páginas | pdf | 3 Mb

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Descrição: A Splintered Vision: An Investigation of U.S. Science and Mathematics Education is the US report on the curriculum analysis component of the Third International Mathematics and Science Study (TIMSS) which was sponsored by the International Association for the Evaluation of Educational Achievement (IEA). The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices. The authors of A Splintered Vision discuss and provide evidence of the unfocused nature of US mathematics and science curricular intentions, textbooks, and teacher practices. They offer the premise that producers of US textbooks and curriculum guides have attempted to answer calls for curricular reform by adding new content to already existing materials instead of devoting time to restructuring the materials. The authors also suggest that US teachers, inundated with a myriad of competing visions, are attempting to cover all the topics they confront in their resource documents and to meet all the instructional demands placed on them by those with a stake in education. In keeping with the `incremental assembly line' philosophy in American society, US teachers also tend to lean toward a piecemeal approach to education. The authors speculate on what such practices may mean for the mathematics and science achievement of US students. The work is sure to spur discussion among educational researchers, policy makers, and others concerned about the future of mathematics and science education in the US.

Facing the Consequences: Using TIMSS for a Closer Look at U.S. Mathematics and Science Education

W.H. Schmidt, Curtis C. McKnight, Leland S. Cogan, Pamela M. Jakwerth, Richard T. Houang

Springer | 1999 | 244 páginas | rar - pdf | 13,77 Mb

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Descrição: Facing the Consequences presents a perspective on US mathematics and science education that is developed from data gathered as part of the Third International Mathematics and Science Study (TIMSS). TIMSS is the most extensive and far-reaching cross-national comparative study of mathematics and science education ever attempted. It includes comparing official curricula, textbooks, teacher practices, and student achievements for many countries (from 20 to 50 countries, depending on the particular comparison). Thousands of official documents and textbooks were analyzed. Thousands of teachers, principals, and other experts responded to survey questionnaires. A sample of mathematics teachers in three countries had their lessons videotaped. Hundreds of thousands of children in almost 50 countries were tested in mathematics and science. This report presents a closer look at US mathematics and science education through careful examination of TIMSS data. The authors believe this investigation shows how deceptive many often unquestioned assumptions about American education can be. Drawing upon many new analyses not previously reported and integrating these with previous analyses of TIMSS data, the authors develop and illustrate the argument that what happens to American students is the consequence of American beliefs that shape educational practice and the accretion of a myriad educational choices made in mathematics and science education.

Mathematics Education in Different Cultural Traditions - A Comparative Study of East Asia and the West

The 13th ICMI Study
Frederick K.S. Leung, Klaus-D. Graf, Francis J. Lopez-Real

Springer | 2006 | 597 páginas | PDF | 25,9 Mb

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Referência em: MathEduc

The idea of the ICMI Study 13 is outlined as follows: Education in any social environment is influenced in many ways by the traditions of these environments. This study brings together leading experts to research and report on mathematics education in a global context. Mathematics education faces a split phenomenon of difference and correspondence. A study attempting a comparison between mathematics education in different traditions will be helpful to understanding this phenomenon.

Learning from TIMSS: Results of the Third International Mathematics and Science Study, Summary of a Symposium

 (Compass Series)
National Research Council

National Academy Press | 1997 | 56 páginas | 127 kb

on-line: nap.edu

Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education

Committee on Science Education K-12 and Mathematical Sciences Education Board, National Research Council

National Academies Press | 1999 | 102 páginas | 645 kb

on-line: nap.edu

The Third International Mathematics and Science Study (TIMSS) raised the alarm about U.S. mathematics and science education. Most Americans are now aware that U.S. students lag behind their peers in other developed nations. In one state, the legislature reacted by lengthening the school year, assuming that more time on academic content would boost student performance. Some educators have fixed the blame on the mathematics and science curricula typically used in U.S. schools.

Does the problem lie in the curricula, instruction, or the system of support available to teachers? This book presents the first comprehensive analysis of TIMSS study--a half-million students from 15,000 schools around the world. It presents detailed reports on three major aspects of education, including curriculum issues, teaching practices, and school support.

Mathematics and Science Education Around the World

What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International ... and Science Study (TIMSS)?
(Compass Series)
Mathematical Sciences Education Board and Committee on Science Education K-12, National Research Council

National Academies Press | 1996 | 32 páginas

on-line: nap.edu

Contexts of Learning Mathematics and Science: Lessons Learned from Timss

Tjeerd Plomp

Routledge | 2006 | 413 páginas | PDF | 7,16 Mb

link
en.bookfi.org


Descrição: This book reports valuable research from across the world that addresses questions on what background and contextual factors are related to achievement in mathematics and sciences. All studies utilized data from the Third International Mathematics and Science Study (TIMSS) conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) in 1995, and repeated in 1998.
In many countries researchers have started secondary analysis of the data in search for relationships between contextual factors and achievement. In these analyses two different approaches can be distinguished, which can be characterized by the metaphors of 'fishing' and 'hunting'. In the 'fishing' approach, researchers in principle begin with an open mind, considering all possible context variables as possible explanatory variables. Applying analysis techniques like regression analysis, Lisrel, PLS, HLM, and MLn, they try to identify which factors within their countries or across a number of countries. In the 'hunting' approach, researchers have reasons to choose certain context variables upfront and research whether these variables account for part of the variance in the mathematics and/or science achievement. Truly international in scope the book includes contributions from over 15 countries around the world including the USA, South Africa, The Netherlands, Germany and Japan.

Lessons Learned: What International Assessments Tell Us About Math Achievement

Tom Loveless


Brookings Institution Press | 2007| 275 páginas | PDF

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Standards for education achievement are under scrutiny throughout the industrial world. In this technological age, student performance in mathematics is seen as being particularly important. For more than four decades, international assessments conducted by the International Association for Evaluation of Educational Achievement (IEA) have measured how well students are learning mathematics in different countries. The latest round of mathematics testing of the Trends in Mathematics and Science Study (TIMSS) takes place in 2007. Beyond the horse race —the rankings that compare nations —what have we learned from the wealth of data collected in these assessments? How do US math curriculums compare to those used overseas? Is the effect of technology in the classroom uniform across nations? How do popular math reforms fare abroad? Those are some of the critical issues tackled in this important book. The authors use the database to address several pressing questions about school policy and educational research. For example, Ina Mullis and Michael Martin review the major lessons learned over the history of TIMSS testing. William Schmidt and Richard T. Houang examine whether curricular breadth affects student achievement. Jeremy Kilpatrick, Vilma Mesa, and Finbarr Sloane evaluate American performance in algebra relative to other nations and pinpoint strengths and weaknesses in American students' learning of algebra.

International Comparisons in Mathematics Education

(Studies in Mathematics Education Series, N.º 11)
Gabriele Kaiser, Frederick K.S Leung, Thomas Romberg, Ivan Yaschenko

Routledge | 1999  | 269 páginas | PDF | 3 Mb

link
depositfiles.com


Referência em: MathEduc

A critical overview of the current debate and topical thinking on international comparative investigations in mathematics education. The contributors are all major figures in international comparisons in mathematics. The book highlights strengths and weaknesses in various systems worldwide, allowing teachers, researchers and academics to compare and contrast different approaches. A significant contribution to the international debate on standards in mathematics.

Secondary Analysis of the TIMSS Data

David F. Robitaille, Albert E. Beaton

Springer | 2002 | 440 páginas | PDF | 18,5 MB

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Descrição: The goal of this volume is to use the data from IEA's Third International Mathematics and Science Study (TIMSS) to investigate significant questions related to mathematics and science education as well as a number of methodological issues. The authors of the papers included in this collection come from eleven of the TIMSS countries, and they are prominent in their respective fields. The book will be of interest to readers interested in comparative education, mathematics and science education, curriculum, and survey research methodology.A study such as TIMSS costs a great deal of money to carry out; and, if the true value of that investment is to be realized, much more research of the kind reported in this collection is needed. The papers included provide insights into the impact that TIMSS has had in the participating countries. They also serve as excellent examples of the kind of follow-up research that is needed.