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This volume investigates the evolution of the geometry curriculum in the United States over the past 150 years. A primary goal is to increase awareness of the shape and nature of the current geometry curriculum by explaining how things have come to be as they are.
Given the limited access to first-hand accounts of the enacted geometry curriculum during the past 150 years, the monograph relies on textbooks to provide a record of the implemented curriculum at any given point in time. Policy documents can provide insight into the choices made in textbooks by hinting at the issues considered and the recommendations made.
The monograph is organized in a chronological sequence of "notable events" leading to discernable changes in thinking about the geometry curriculum over the past century and a half—roughly the extent of time during which geometry has been taught in American schools. Notable events include important reports or commissions, influential texts, new schools of thought, and developments in learning technologies. These events affected, among other things: content and aims of the geometry curriculum; the nature of mathematical activity as construed by both mathematicians and mathematics educators; and, the resources students are given for engaging in mathematical activity. Before embarking through the notable events, it is necessary to consider the "big bang" of geometry, namely the moment in time that shaped the future life of the geometry curriculum. This corresponds to the emergence of Euclidean geometry. Given its influence on the shape of the geometry curriculum, familiarity with the nature of the geometry articulated in Euclid’s Elements is essential to understanding the many tensions that surround the school geometry curriculum.
Several themes emerge over the course of the monograph, and include: the aims and means of the geometry curriculum, the importance of proof in geometry, the role of visualization and tactile experiences, the fusion between solid and plane geometry, the curricular connections between geometry and algebra, and the use of motion and continuity.
The intended audience would include curriculum developers, researchers, teachers, and curriculum supervisors.
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This book brings together international research on school teachers’, and university lecturers’ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers’ digital skills, knowledge and classroom practices.
Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet.
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Mobile technologies influence the way that we interact with the world, the way that we live. We use them for communication, entertainment, information and research. In education settings, there has been substantial investment in mobile devices, often without a concomitant investment in developing pedagogy and practices. With mobile technologies evolving rapidly, and the number of educational apps growing, there is a need for research into how they facilitate mathematics learning. Such research is of particular importance regarding how such devices may be used to open up new ways of envisaging mathematics and mathematics education, and to help develop conceptual rather than procedural or declarative knowledge.
This volume draws upon international research and reports on a range of research projects that have incorporated mobile technologies for mathematics education. It presents research on the use of mobile technologies, such as iPads, iPods, iPhones, Androids,and Tablets, across a diverse range of cultures, year levels and contexts. It examines the ways in which mobile technologies, including apps, might influence students’ engagement, cognition, collaboration and attitudes, through the reshaping of the learning experience. In addition, the book presents appropriate ways to integrate mobile technologies into teaching and learning programmes.
It is a significant reference book for those involved with teaching mathematics or using mobile technologies in education, while also offering insights and examples that are applicable to the use of digital technologies in education generally.
2 384 kr
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This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts.
In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections:
An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory).A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues.Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements556 kr
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This volume investigates the evolution of the geometry curriculum in the United States over the past 150 years. A primary goal is to increase awareness of the shape and nature of the current geometry curriculum by explaining how things have come to be as they are.
Given the limited access to first-hand accounts of the enacted geometry curriculum during the past 150 years, the monograph relies on textbooks to provide a record of the implemented curriculum at any given point in time. Policy documents can provide insight into the choices made in textbooks by hinting at the issues considered and the recommendations made.
The monograph is organized in a chronological sequence of "notable events" leading to discernable changes in thinking about the geometry curriculum over the past century and a half—roughly the extent of time during which geometry has been taught in American schools. Notable events include important reports or commissions, influential texts, new schools of thought, and developments in learning technologies. These events affected, among other things: content and aims of the geometry curriculum; the nature of mathematical activity as construed by both mathematicians and mathematics educators; and, the resources students are given for engaging in mathematical activity. Before embarking through the notable events, it is necessary to consider the "big bang" of geometry, namely the moment in time that shaped the future life of the geometry curriculum. This corresponds to the emergence of Euclidean geometry. Given its influence on the shape of the geometry curriculum, familiarity with the nature of the geometry articulated in Euclid’s Elements is essential to understanding the many tensions that surround the school geometry curriculum.
Several themes emerge over the course of the monograph, and include: the aims and means of the geometry curriculum, the importance of proof in geometry, the role of visualization and tactile experiences, the fusion between solid and plane geometry, the curricular connections between geometry and algebra, and the use of motion and continuity.
The intended audience would include curriculum developers, researchers, teachers, and curriculum supervisors.
146 kr
Skickas inom 5-8 vardagar
504 kr
Läs direkt efter köp
1 653 kr
Skickas inom 10-15 vardagar
665 kr
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868 kr
Läs direkt efter köp
This book brings together international research on school teachers’, and university lecturers’ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers’ digital skills, knowledge and classroom practices.
Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet.
665 kr
Skickas inom 10-15 vardagar
1 603 kr
Skickas inom 10-15 vardagar
2 065 kr
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Mobile technologies influence the way that we interact with the world, the way that we live. We use them for communication, entertainment, information and research. In education settings, there has been substantial investment in mobile devices, often without a concomitant investment in developing pedagogy and practices. With mobile technologies evolving rapidly, and the number of educational apps growing, there is a need for research into how they facilitate mathematics learning. Such research is of particular importance regarding how such devices may be used to open up new ways of envisaging mathematics and mathematics education, and to help develop conceptual rather than procedural or declarative knowledge.
This volume draws upon international research and reports on a range of research projects that have incorporated mobile technologies for mathematics education. It presents research on the use of mobile technologies, such as iPads, iPods, iPhones, Androids,and Tablets, across a diverse range of cultures, year levels and contexts. It examines the ways in which mobile technologies, including apps, might influence students’ engagement, cognition, collaboration and attitudes, through the reshaping of the learning experience. In addition, the book presents appropriate ways to integrate mobile technologies into teaching and learning programmes.
It is a significant reference book for those involved with teaching mathematics or using mobile technologies in education, while also offering insights and examples that are applicable to the use of digital technologies in education generally.
2 384 kr
Läs direkt efter köp
This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts.
In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections:
An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory).A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues.Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements