Author : Claudia Zaslavsky
Publisher : Rutgers University Press
Page : 284 pages
File Size : 31,45 MB
Release : 1994
Category : Education
ISBN : 9780813520995
The author offers a host of methods, drawn from many cultures, for tackling real-world math problems and explodes the myth that women and minorities are not good at math.
Author : M. Kathleen Heid
Publisher : IAP
Page : 471 pages
File Size : 42,69 MB
Release : 2015-12-01
Category : Education
ISBN : 1681231158
A perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for teaching at the elementary level. The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-based response to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50 events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics that teachers could use—each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. We developed our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. We call the work practice-based because the MUST framework is based on actual events that we witnessed in our observations of secondary mathematics practice. Groups of mathematics teachers can use this volume to enhance their own understandings of secondary mathematics. School leaders and professional developers in secondary mathematics will find our MUST Framework and Situations useful as they work with teachers in enhancing and deepening their understanding of secondary mathematics. Mathematics teacher educators and mathematicians who teach mathematics to prospective and in-service secondary teachers will be able to couch their mathematical discussions in the Situations—examples that arise from secondary mathematics classrooms. They will be able to use this volume as they design courses and programs that enhance mathematics from the perspectives identified in the MUST framework. Policymakers and researchers can use our MUST framework as they consider the mathematics background needed by teachers.
Author :
Publisher :
Page : 80 pages
File Size : 16,44 MB
Release : 1958
Category :
ISBN :
Author : Charles Parsons
Publisher : Cambridge University Press
Page : 400 pages
File Size : 46,12 MB
Release : 2007-12-24
Category : Science
ISBN : 1139467271
Charles Parsons examines the notion of object, with the aim to navigate between nominalism, denying that distinctively mathematical objects exist, and forms of Platonism that postulate a transcendent realm of such objects. He introduces the central mathematical notion of structure and defends a version of the structuralist view of mathematical objects, according to which their existence is relative to a structure and they have no more of a 'nature' than that confers on them. Parsons also analyzes the concept of intuition and presents a conception of it distantly inspired by that of Kant, which describes a basic kind of access to abstract objects and an element of a first conception of the infinite.
Author : Jody Azzouni
Publisher : Cambridge University Press
Page : 284 pages
File Size : 31,80 MB
Release : 1994-02-25
Category : Mathematics
ISBN : 0521442230
This original and exciting study offers a completely new perspective on the philosophy of mathematics. Most philosophers of mathematics try to show either that the sort of knowledge mathematicians have is similar to the sort of knowledge specialists in the empirical sciences have or that the kind of knowledge mathematicians have, although apparently about objects such as numbers, sets, and so on, isn't really about those sorts of things at all. Jody Azzouni argues that mathematical knowledge is a special kind of knowledge that must be gathered in its own unique way. He analyzes the linguistic pitfalls and misperceptions philosophers in this field are often prone to, and explores the misapplications of epistemic principles from the empirical sciences to the exact sciences. What emerges is a picture of mathematics sensitive both to mathematical practice and to the ontological and epistemological issues that concern philosophers. The book will be of special interest to philosophers of science, mathematics, logic, and language. It should also interest mathematicians themselves.
Author :
Publisher : BRILL
Page : 418 pages
File Size : 33,36 MB
Release : 2020-12-15
Category : Education
ISBN : 9004424210
This fourth volume addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. It provides practical, professional and theoretical perspectives of different approaches/activities/programmes to promote effective teacher education practice, with valuable implications for research.
Author : Herbert R. Kohl
Publisher : The New Press
Page : 339 pages
File Size : 25,43 MB
Release : 2009
Category : Education
ISBN : 159558420X
A volume of definitive essays and excerpts by the National Book Award-winning educator includes career-spanning selections from such classics as 36 Children and The View from the Oak and offers insight into his perspectives on such topics as social justice, mathematics, and morality. Original.
Author :
Publisher :
Page : 2122 pages
File Size : 19,43 MB
Release : 1989
Category : American literature
ISBN :
Author : Dorothy Y. White
Publisher : IAP
Page : 511 pages
File Size : 17,95 MB
Release : 2016-10-01
Category : Education
ISBN : 1681236273
The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics Teacher Education provides a list of actions for mathematics teacher educators (MTE’s) to help them develop and implement equitable practices. The position paper states it is critical that mathematics teacher educators: “Model equity?based pedagogy that emphasizes rich and rigorous mathematics; elicit and build on children’s and young adults’ mathematical thinking; connect to P?12 students’ cultural/linguistic knowledge and backgrounds as well as individual interests; facilitate mathematical discourse; minimize status issues by expanding broader participation and engagement where varied mathematical strengths are valued; and promote positive mathematical identity and agency (p. 2)”. Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms provides an excellent resource to start conversations describing the enactment of these actions. The book is organized into three main sections: (1) Conversations About Inequities in Mathematics Methods Courses, (2) Conversations About Inequities in Mathematics Content Courses, and (3) Conversations about Inequities in Graduate and Professional Development Contexts. Across these sections there are 19 cases and 57 corresponding commentaries focused on dilemmas that arise when mathematics teacher educators foreground equity in their work. This book of cases provides a needed resource for MTEs to engage prospective teachers, practicing teachers, and future teacher educators in discussions about inequities, privilege, and oppression in society, in schools, and in the mathematics classroom. It is the product of the thinking and experiences of 87 authors who are committed to the improvement of mathematics teacher education.
Author : Herbert Kohl
Publisher : Bloomsbury Publishing USA
Page : 180 pages
File Size : 20,86 MB
Release : 2011-01-15
Category : Biography & Autobiography
ISBN : 1608196526
As Herbert Kohl approached seventy, he realized the image he had of himself (energetic man in midlife) was not in keeping with how he was viewed by others (wise grandfather figure). To counter the realization that he was growing old, Kohl, a staunch believer in lifelong learning, set out to try something new. While on a walk, he happened upon a painting studio and on a lark signed up for a beginning class. When Kohl arrived for his first lesson, he was surprised to see the students were Chinese children between the ages of four and seven. Now, after three years of study, Kohl tells us what he learned from them. He shares the joys of trying to stay as fresh and unafraid as his young classmates and the wisdom he unexpectedly discovers in the formal tenets of Chinese landscape painting. As he advances into classes with older students, he reflects on how this experience allows him to accept and find comfort in aging. For anyone who feels stuck in the wearying repetition of everyday life, Kohl's adventures will clearly illustrate that you can never be too old to grow from new experiences.
