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Download or read book A General Survey of Progress in the Last Twenty-Five Years written by and published by . This book was released on 1966 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : National Council of Teachers of Mathematics
Publisher :
ISBN 13 :
Total Pages : 230 pages
Book Rating : 4.80/5 ( download)
Download or read book A General Survey of Progress in the Last Twenty-five Years written by National Council of Teachers of Mathematics and published by . This book was released on 1926 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :
Publisher :
ISBN 13 :
Total Pages : 210 pages
Book Rating : 4.06/5 ( download)
Download or read book A General Survey of Progress in the Last Twenty-Five Years written by and published by . This book was released on 1966 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Nctm
Publisher : National Council of Teachers of
ISBN 13 : 9780873533966
Total Pages : 210 pages
Book Rating : 4.68/5 ( download)
Download or read book The First Yearbook written by Nctm and published by National Council of Teachers of. This book was released on 1995-03-01 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Sinan Kanbir
Publisher : Springer
ISBN 13 : 3319592041
Total Pages : 327 pages
Book Rating : 4.46/5 ( download)
Download or read book Using Design Research and History to Tackle a Fundamental Problem with School Algebra written by Sinan Kanbir and published by Springer. This book was released on 2017-10-28 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take.
Author : Maxie Nave Woodring, Vera Sanford
Publisher :
ISBN 13 :
Total Pages : 142 pages
Book Rating : 4./5 ( download)
Download or read book Enriched Teachings of Mathematics in the High School written by Maxie Nave Woodring, Vera Sanford and published by . This book was released on 1928 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :
Publisher :
ISBN 13 :
Total Pages : 232 pages
Book Rating : 4.54/5 ( download)
Download or read book Yearbook written by and published by . This book was released on 1926 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :
Publisher :
ISBN 13 :
Total Pages : 790 pages
Book Rating : 4.59/5 ( download)
Download or read book Resources in Education written by and published by . This book was released on 1975 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Louise Grinstein
Publisher : Routledge
ISBN 13 : 1136787224
Total Pages : 911 pages
Book Rating : 4.25/5 ( download)
Download or read book Encyclopedia of Mathematics Education written by Louise Grinstein and published by Routledge. This book was released on 2001-03-15 with total page 911 pages. Available in PDF, EPUB and Kindle. Book excerpt: This single-volume reference is designed for readers and researchers investigating national and international aspects of mathematics education at the elementary, secondary, and post-secondary levels. It contains more than 400 entries, arranged alphabetically by headings of greatest pertinence to mathematics education. The scope is comprehensive, encompassing all major areas of mathematics education, including assessment, content and instructional procedures, curriculum, enrichment, international comparisons, and psychology of learning and instruction.
Author : Lyn D. English
Publisher : Routledge
ISBN 13 : 1135192839
Total Pages : 830 pages
Book Rating : 4.39/5 ( download)
Download or read book Handbook of International Research in Mathematics Education written by Lyn D. English and published by Routledge. This book was released on 2010-04-02 with total page 830 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition continues the mission of bringing together important new mathematics education research that makes a difference in both theory and practice. It updates and extends the Handbook’s original key themes and issues for international research in mathematics education for the 21st century, namely: priorities in international mathematics education research lifelong democratic access to powerful mathematical ideas advances in research methodologies influences of advanced technologies. Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development being an important component of all these aspects. This edition also examines other catalysts that have gained increased import in recent years including a stronger focus on the teacher and teacher practice, a renewed interest in theory development, an increased focus on the mathematics needed in work place settings, and a proliferation of research designs and methodologies that have provided unprecedented opportunities for investigating (and ultimately improving) mathematical teaching and learning. This edition includes ten totally new chapters; all other chapters are thoroughly revised and updated.
