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Search Results for: the-psychology-of-mathematics-for-instruction

## Psychology of Mathematics for Instruction

Published in 1981, Psychology of Mathematics for Instruction is a valuable contribution to the field of Education.
## Mathematics and Cognition

This 1990 book is aimed at teachers, mathematics educators and general readers who are interested in mathematics education from a psychological point of view.
## Multiple Perspectives on Mathematics Teaching and Learning

Offers a collection of chapters that take a new look at mathematics.
## Handbook of Research on Mathematics Teaching and Learning

Sponsored by the National Council of Teachers of Mathematics and written by leading experts in the field of mathematics education, the Handbook is specifically designed to make important, vital scholarship accessible to mathematics education professors, graduate students, educational researchers, staff development directors, curriculum supervisors, and teachers. The Handbook provides a framework for understanding the evolution of the mathematics education research field against the backdrop of wellestablished conceptual, historical, theoretical, and methodological perspectives. It is an indispensable working tool for everyone interested in pursuing research in mathematics education as the references for each of the Handbook's twentynine chapters are complete resources for both current and past work in that particular area.
## New Directions for Equity in Mathematics Education

This book examines equity from the standpoint of mathematics education - an excellent forum for the topic, since the results are quantifiable and the disparity in performance is stark.
## Cognitive Science and Mathematics Education

This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.
## The Development of Early Childhood Mathematics Education

The Development of Early Childhood Mathematics Education, Volume 53 in the Advances in Child Development and Behavior series, includes chapters that highlight some of the most recent research in the field of developmental psychology. Users will find updated chapters on a variety of topics, including sections on The DREME Network: Research and Interventions in Early Childhood Mathematics, The Use of Concrete Experiences in Early Childhood Mathematics Instruction, Interventions in Early Mathematics: Avoiding Pollution and Dilution, Coaching in Early Mathematics, and Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count. Each chapter provides in-depth discussions, with this volume serving as an invaluable resource for developmental or educational psychology researchers, scholars and students. Contains chapters that highlight some of the most recent research in the area of child development and behavior Presents a wide array of topics that are discussed in detail
## Changing Assessments

Bernard R. Gifford As we edge toward the year 2000, the information age is a reality; the global marketplace is increasingly competitive; and the U.S. labor force is shrinking. Today more than ever, our nation's economic and social well-being hinges on our ability to tap our human resources-to identify talent, to nurture it, and to assess abilities and disabilities in ways that help every individual reach his or her full potential. In pursuing that goal, decision-makers in education, industry, and government are relying increasingly on standardized tests: sets of question- with identical directions, time limits and tasks for all test-takers-designed to permit an inference about what someone knows or can do in a particular area. CALIBRATING DIFFERENCE Our emphasis on standardized testing rests on a premise that is so basic it often escapes notice: that we humans are different from each other in ways that are both meaningful and measurable. We differ in terms of cognitive ability; aptitude for performing different kinds of mental and physical tasks; temperament; and interests. But somehow, without sufficient examination, we have taken a great collective leap from that commonplace to the notion that there are precise, measurable gradations of innate ability that can be used to direct children to the right classrooms, and adults to the right job slots.
## Handbook of Research on the Psychology of Mathematics Education

This volume is a compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation, 30 years ago. It has been written to become an essential reference for mathematics education research in the coming years
## Perspectives on Mathematics Education

BACOMET cannot be evaluated solely on the basis of its publications. It is important then that the reader, with only this volume on which to judge both the BACOMET activities and its major outcome to date, should know some thing of what preceded this book's publication. For it is the story of how a group of educators, mainly tutors of student-teachers of mathematics, com mitted themselves to a continuing period of work and self-education. The concept of BACOMET developed during a series of meetings held in 1978-79 between the three editors, Bent Christiansen, Geoffrey Howson and Michael Otte, at which we expressed our concern about the contributions from mathematics education as a discipline to teacher education, both as we observed it and as we participated in it. The short time which was at the teacher-educator's disposal, allied to the limited knowledge and experience of the students on which one had to build, raised puzzling problems concerning priorities and emphases. The recognition that these problems were shared by educators from many different countries was matched by the fact that it would be fruitless to attempt to search for an internationally (or even nationally) acceptable solution to our problems. Different contexts and traditions rule this out.
## Analysis of Arithmetic for Mathematics Teaching

This volume emerges from a partnership between the American Federation of Teachers and the Learning Research and Development Center at the University of Pittsburgh. The partnership brought together researchers and expert teachers for intensive dialogue sessions focusing on what each community knows about effective mathematical learning and instruction. The chapters deal with the research on, and conceptual analysis of, specific arithmetic topics (addition, subtraction, multiplication, division, decimals, and fractions) or with overarching themes that pervade the early curriculum and constitute the links with the more advanced topics of mathematics (intuition, number sense, and estimation). Serving as a link between the communities of cognitive researchers and mathematics educators, the book capitalizes on the recent research successes of cognitive science and reviews the literature of the math education community as well.
## The Psychology of Efficient Thinking

The Psychology of Efficient Thinking provides information concerning intellectual abilities and psychological principles of thinking that might be helpful in the solution of more complex problems encountered in the vocational field or in daily living. This book explores the ways and means of increasing the efficiency of thought. Organized into three parts encompassing six chapters, this book begins with an overview of the nature of intellect with special reference to intelligence and mental abilities. This text then examines the general field of mental development. Other chapters consider the application of intellect in such spheres as technical invention, problem solving, and general creativity. This book discusses as well the training of intellect, both by individual effort and at school. The final chapter deals with the continuous engagement in activities requiring thought, which is an essential condition for the improvement of intellectual skill. Psychologists, scientists, and teachers will find this book useful.
## The Pragmatics of Mathematics Education

Drawing on philosophy of language and recent linguistic theory, Rowland surveys several approaches to classroom communication in mathematics. Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analysed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.
## Beyond Formulas in Mathematics and Teaching

Based on the author’s experience as a researcher and teacher of lower-track students, Beyond Formulas in Mathematics and Teaching illuminates the complex dynamics of the algebra classroom. From within this setting, Daniel Chazan thoughtfully explores topics that concern all dedicated educators, how to really know one’s students, how to find engaging material, and how to inspire meaningful classroom conversations. Throughout, he addresses the predicaments that are central to the lives of teachers who work in standard educational settings. By highlighting teaching dilemmas, Chazan prompts readers to consider what their own responses would be in similar situations. With an eye to ways of restructuring roles and relationships, Beyond Formulas in Mathematics and Teaching is essential reading for educators seeking to enhance their teaching practices and understanding of students who may be estranged from school.
## Proceedings of the Fifth International Congress on Mathematical Education

International Congresses on Mathematical Education (ICMEs), under the auspices of the International Commission on Mathematical Instruction, are held every four years. Previous Congresses have been held in France (Lyons), England (Exeter), the Federal Republic of Germany (Karlsruhe), and the United States of America (Berkeley). The Fifth International Congress on Mathematical Education (lCME 5) was held in Adelaide, Australia, from August 24-30, 1984. More than 1800 participants from over 70 countries participated in the Congress, while some additional 200 people attended social functions and excursions. The program for ICME 5 was planned and structured by an International Program Committee, and implemented by the National Program Committee in Australia. For the main body of the program, Chief Organisers, assisted by Australian Coordinators, were invited to plan and prepare the individual components of the program which addressed a wide range of topics and interest areas. Each of these teams involved many individuals from around the world in the detailed planning and preparation of the working sessions for their area of program responsibility. For the actual working sessions at the Congress, the smallest group had some 60 members, while the largest had well over 300. In addition to the working sessions, there were three major plenary addresses, several specially invited presentations, and over 420 individual papers in the form of short communications, either as posters or brief talks.
## The Psychology of Effective Learning and Teaching

This book covers the psychology of teaching and learning and focuses on applying up-to-date, as well as traditional, theory in the classroom. It covers a range of issues that most concern the new teacher, written clearly and at an appropriate level. Highly accessible and contemporary, The Psychology of Learning and Teaching covers newer modular theories and their implications for learning styles.
## Diagnostic Competence of Mathematics Teachers

This book examines the various areas of mathematics education and neighboring disciplines that have recently contributed to a better understanding of the still vague construct of diagnostic competence. The work addresses the nature, development and effect of diagnostic competence in mathematics instruction, with a focus on the professional development of teachers.
## Handbook of Educational Psychology

Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners’ development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Edition provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.
## Primary Mathematics: Teaching For Understanding

This book addresses the particular areas of mathematics within the primary curriculum that teachers find difficult to teach and in which children struggle to achieve.. .It begins with introductory sections on how children learn mathematics and is then organised on a subject area basis, dealing with the teaching of particular maths topics. Key topics addressed include rounding and measuring, means and medians, fractions, negative numbers, commutative and associative laws in number operations, and shape and space. .Within each chapter, the authors examine the themes of representing, reasoning and communicating, drawing out both the subject knowledge and ways of teaching each topic. A reference section for studies drawn upon is provided at the end of each chapter.....
## Beweise und Widerlegungen

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Author: L. B. Resnick,W. W. Ford

Publisher: Routledge

ISBN: 1136557598

Category: Education

Page: 288

View: 4159

*A Research Synthesis by the International Group for the Psychology of Mathematics Education*

Author: Pearla Nesher,Jeremy Kilpatrick

Publisher: CUP Archive

ISBN: 9780521367875

Category: Education

Page: 180

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Author: Jo Boaler

Publisher: Greenwood Publishing Group

ISBN: 9781567505344

Category: Education

Page: 278

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*(A Project of the National Council of Teachers of Mathematics)*

Author: Douglas Grouws

Publisher: IAP

ISBN: 1607528746

Category: Mathematics

Page: 785

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Author: Walter G. Secada,Elizabeth Fennema,Lisa Byrd

Publisher: Cambridge University Press

ISBN: 9780521477208

Category: Education

Page: 364

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Author: Alan H. Schoenfeld

Publisher: Psychology Press

ISBN: 9780805800579

Category: Education

Page: 291

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Author: N.A

Publisher: Academic Press

ISBN: 0128134496

Category: Psychology

Page: 322

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*Alternative Views of Aptitude, Achievement and Instruction*

Author: Bernard R. Gifford,Mary Catherine O'Connor

Publisher: Springer Science & Business Media

ISBN: 9401129681

Category: Education

Page: 337

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*Past, Present and Future*

Author: Angel Gutiérrez

Publisher: Sense Publishers

ISBN: 9077874194

Category: Education

Page: 521

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*Papers Submitted by Members of the Bacomet Group*

Author: H. Christiansen,A.G. Howson,M. Otte

Publisher: Springer Science & Business Media

ISBN: 9400945043

Category: Education

Page: 371

View: 7335

Author: Gaea Leinhardt,Ralph Putnam,Rosemary A. Hattrup

Publisher: Psychology Press

ISBN: 9780805809299

Category: Education

Page: 454

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Author: Zbigniew Pietrasiński

Publisher: Elsevier

ISBN: 1483154475

Category: Psychology

Page: 214

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*Vagueness in Mathematical Discourse*

Author: Tim Rowland

Publisher: Psychology Press

ISBN: 9780750710121

Category: Mathematics

Page: 242

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*Dynamics of the High School Algebra Classroom*

Author: Daniel Chazan

Publisher: Teachers College Press

ISBN: 9780807739181

Category: Education

Page: 200

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Author: CARASS

Publisher: Springer Science & Business Media

ISBN: 147574238X

Category: Juvenile Nonfiction

Page: 401

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Author: Matt Jarvis

Publisher: Nelson Thornes

ISBN: 9780748790371

Category: Psychology

Page: 250

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*Unpacking a Complex Construct in Teacher Education and Teacher Practice*

Author: Timo Leuders,Kathleen Philipp,Juliane Leuders

Publisher: Springer

ISBN: 3319663275

Category: Education

Page: 265

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Author: David C. Berliner,Robert C. Calfee

Publisher: Routledge

ISBN: 1136500316

Category: Education

Page: 1082

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*Teaching for Understanding*

Author: Barmby, Patrick,Bilsborough, Lynn,Harries, Tony

Publisher: McGraw-Hill Education (UK)

ISBN: 0335229263

Category: Education

Page: 232

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*Die Logik mathematischer Entdeckungen*

Author: Imre Lakatos

Publisher: Springer-Verlag

ISBN: 3663001962

Category: Mathematics

Page: 163

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