International Comparisons in Mathematics Education

Author: Ian Huntly
Publisher: Routledge
ISBN: 1135702128
Format: PDF, ePub
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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.

Winning the Math Wars

Author: Martin Abbott
Publisher: University of Washington Press
ISBN: 029598967X
Format: PDF, Kindle
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n this volume, four scholars at the Washington School Research Center (WSRC) at Seattle Pacific University present original research drawn from statistical studies of state educational data and from thousands of classroom observations carried out by The BERC Group. They assess the current state of math education and-- review its history and development. The authors also provide a dispassionate review of the extensive international, national, and state literature. The in-depth observational research in Winning the Math Wars confirms that the real issue is neither the approach to teaching--traditional or reform--nor the type of curriculum. If America's goal of educational equity and excellence is to be achieved, then math teachers everywhere must be fully supported in developing the specific skills that are ideal for educating all students. The authors discussion focus on four principles for improving math teaching and learning: fidelity to reform efforts by all involved; an emphasis on instruction and instructional tools; the critical nature of mathematical knowledge; and the need for transformational change. --Winning the Math Wars is an important book for policy makers, school leaders, practitioners of mathematics education, parents, and anyone who wants to make sense of the "math wars."--Martin Abbott, Ph.D., is director of the WSRC and professor of sociology at Seattle Pacific University. He specializes in evaluation research and statistical analysis of large data sets. Duane Baker, Ed.D., is president of The BERC Group and an expert in assessment, classroom observation, and teaching reforms. Karen Smith, Ed.D., is winner of a presidential award in mathematics education and an experienced elementary math teacher, school administrator, and consultant to public schools. Thomas Trzyna, Ph.D., is a specialist in international education and a co-author of Toward a Global Ph.D.-

How Chinese Learn Mathematics

Author: Lianghuo Fan
Publisher: World Scientific
ISBN: 9812560149
Format: PDF
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- Represents a concerted research effort in mathematics education of Chinese learners, the first of its kind - Contains contributions from the world's leading scholars and most active researchers in this area and beyond - Provides comprehensive coverage and insiders' perspectives on relevant issues

Culturally Responsive Mathematics Education

Author: Brian Greer
Publisher: Routledge
ISBN: 1135593337
Format: PDF, ePub, Mobi
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At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most 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. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions.

Handbook of International Research in Mathematics Education

Author: Lyn D. English
Publisher: Routledge
ISBN: 1134626649
Format: PDF
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This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.

The Philosophy of Mathematics Education

Author: Paul Ernest
Publisher: Springer
ISBN: 3319405691
Format: PDF, Kindle
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This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.

Building the Foundation Whole Numbers in the Primary Grades

Author: Maria G. Bartolini Bussi
Publisher: Springer
ISBN: 3319635557
Format: PDF, ePub
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This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.

Knowing and Teaching Elementary Mathematics

Author: Liping Ma
Publisher: Routledge
ISBN: 1135149496
Format: PDF, Mobi
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Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.

RADICAL CONSTRUCTIVISM

Author: Ernst von Glasersfeld
Publisher: Routledge
ISBN: 1135716056
Format: PDF, ePub, Docs
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First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Early Childhood Mathematics Education Research

Author: Julie Sarama
Publisher: Routledge
ISBN: 1135592497
Format: PDF, Mobi
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This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements's theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children.