David Kirshner – författare

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.

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.

Crocodiles, alligators, caimans, and gharials—the Crocodylia, known collectively as crocodylians—are the world's largest living reptiles. The largest of them, probably the estuarine or saltwater crocodile, Crocodylus porosus, can grow to almost twenty feet and weigh more than two thousand pounds. Crocodylians are creatures of great contrast. They can remain patiently still for ages, yet can also move like lightning to snap up a meal. They are formidably strong, active predators, with jaws that can tear apart large prey items, yet a mother or a father can gently assist hatchlings out of the eggs, and carry them to the water between their teeth. Because large crocodylians can (and do) eat people, they invite fear and loathing, but they also inspire curiosity and admiration. Biology and Evolution of Crocdylians is a comprehensive review of current knowledge about the world's largest and most famous living reptiles. Gordon Grigg's authoritative and accessible text and David Kirshner's stunning artwork and color photographs combine expertly in this contemporary celebration of crocodiles, alligators, caimans, and gharials. This book showcases the skills and capabilities that allow crocodylians to live how and where they do. It covers the biology and ecology of the extant species, conservation issues, crocodilian-human interaction, and the evolutionary history of the group. Richly illustrated with more than five hundred color photographs and black-and-white illustrations, this book will be a benchmark reference work for crocodylian biologists, herpetologists, and vertebrate biologists for years to come.

This book is a result of a symposium at a recent annual meeting of the American Educational Research Association that explored foundational issues relative to situated cognition theory. Its chapters contribute to discourse about repositioning situated cognition theory within the broader supporting disciplines and to resolving the problematics addressed within the book.There is a cumulative vision to the book -- its theme is that the notion of the individual in situated cognition theory needs to be fundamentally reformulated. No theoretical reconfiguration of the social world or of social practices can overcome an individual cast in the dualist tradition. This reformulation probes the physiological, psychoanalytic, and semiotic constitution of persons. Chapters authors cover a wide range of topics including:* transfer of training -- arguing that traditional cognitive psychology has found precious little evidence of people's ability to apply knowledge gained in one context to the problems encountered in another;* ecosocial systems -- a new object of inquiry for situated cognition theory in which the primary units of analysis are not things or people, but processes and practices;* how linkages between discursive practices are manifested as semiotic chaining of signifiers for individuals engaged in everyday activities at home or at school;* how the ability to function in ways that are consistent with logic emerges not through reflective abstraction on actions, but through an enhanced sense of agency as more responsible roles are adopted in daily life practices;* the mutual constitution of social and individual knowledge -- familiar terms and concepts normally available through linguistic labels are cultural models, to be distinguished from the variegated and hidden mid-level meanings that reflect their situated uses in social activity;* the material (neurological) substrate through which cultural models and mid-level meanings emerge; and * how learning environments can be structured to take advantage of the perceptual underpinnings of cognition.

As learning is the purpose of teaching, learning theory ought to provide a strong theoretical basis for pedagogical practice. But learning theorists do not speak with one voice, and education has struggled for generations with multiple learning theories developed across the various branches of psychology. Looking back at this history reveals a hidden imperative to characterize learning as a unified construct - a drive that has blinded us to the simplest and most obvious solution to the problem of multiple learning theories. That solution is to recruit separate theorizations of learning to the long-established educational goals of teaching skills, teaching concepts, and teaching cultural practices. Employing this strategy, Genres of Teaching delivers a stable and cumulative knowledge base for teaching.