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Statistics is one of the most useful elements of any psychology degree. This popular textbook will equip you with the tools needed not only to make sense of your own data and research, but also to think critically about the research and statistics you will encounter in everyday life.Features include:- Logical, intuitive organization of key statistical concepts and tests with an emphasis on understanding which test to use and why- Innovative graphic illustrations and insightful dialogues that help you to get to grips with statistics- Concise, easy-to-follow guidelines for making sense of SPSS- Coverage of more complex tests and concepts for when you need to dig deeperMaking Sense of Data and Statistics in Psychology will help you design experiments, analyse data with confidence and establish a solid grounding in statistics; it will become a valuable resource throughout your studies.Companion Site: www.palgrave.com/psychology/mulhern2e
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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.
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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.
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Chemists, working with only mortars and pestles, could not get very far unless they had mathematical models to explain what was happening "inside" of their elements of experience -- an example of what could be termed mathematical learning. This volume contains the proceedings of Work Group 4: Theories of Mathematics, a subgroup of the Seventh International Congress on Mathematical Education held at Université Laval in Québec. Bringing together multiple perspectives on mathematical thinking, this volume presents elaborations on principles reflecting the progress made in the field over the past 20 years and represents starting points for understanding mathematical learning today. This volume will be of importance to educational researchers, math educators, graduate students of mathematical learning, and anyone interested in the enterprise of improving mathematical learning worldwide.
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Chemists, working with only mortars and pestles, could not get very far unless they had mathematical models to explain what was happening "inside" of their elements of experience -- an example of what could be termed mathematical learning. This volume contains the proceedings of Work Group 4: Theories of Mathematics, a subgroup of the Seventh International Congress on Mathematical Education held at Université Laval in Québec. Bringing together multiple perspectives on mathematical thinking, this volume presents elaborations on principles reflecting the progress made in the field over the past 20 years and represents starting points for understanding mathematical learning today. This volume will be of importance to educational researchers, math educators, graduate students of mathematical learning, and anyone interested in the enterprise of improving mathematical learning worldwide.
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