عنوان

Teaching for learning mathematics /

(Number (ISBN

0335213901

(Number (ISBN

033521391X

(Number (ISBN

0335230261

(Number (ISBN

1281129763

(Number (ISBN

9780335213900

(Number (ISBN

9780335213917

(Number (ISBN

9780335230266

(Number (ISBN

9781281129765

Number

b743002

Title Proper

Teaching for learning mathematics /

General Material Designation

[Book]

First Statement of Responsibility

Rosamund Sutherland.

Place of Publication, Distribution, etc.

New York :

Name of Publisher, Distributor, etc.

Open University Press,

Date of Publication, Distribution, etc.

2007.

Specific Material Designation and Extent of Item

1 online resource (vii, 155 pages) :

Other Physical Details

illustrations

Text of Note

Includes bibliographical references (pages 140-148) and index.

Text of Note

Cover -- TOC36;Contents -- Acknowledgements -- CH36;Chapter 1 Teaching44; Learning and Mathematics -- Opening remarks -- Research45;informed practice -- Theory as a way of seeing -- A socio45;cultural perspective -- Mathematical tools -- Teaching and learning mathematics -- Designing for learning -- Disjunctions between research44; policy and practice -- Concluding remarks -- CH36;Chapter 2 Cultures of Mathematics Education -- Opening remarks -- Mathematics curricula -- Textbooks and mathematics education culture -- Approaches to teaching mathematics -- Concluding remarks -- CH36;Chapter 3 Ways of Knowing Mathematics -- Diversity and learning -- Out45;of45;school mathematical practices -- Mathematics and out45;of45;school uses of ICT -- Scientific and spontaneous concepts -- Concluding remarks -- CH36;Chapter 4 Ways into the World of Mathematics -- Opening remarks -- Teacher45;proofing the classroom63; -- Students as creative and constructive problem solvers -- Teacher and tools -- An illustrative vignette learning statistics in the primary school -- Concluding remarks -- CH36;Chapter 5 Teaching and Learning as Reciprocal Activity -- What is teaching63; -- Communities of inquiry -- Shared mathematical working spaces learning algebra -- Shared mathematical working spaces learning functions and graphs -- Concluding remarks -- CH36;Chapter 6 Digital Tools for Learning Mathematics -- Mathematics and computer programming -- ICT and learning mathematics -- Algebra and spreadsheets in the secondary school -- Algebra and spreadsheets in the primary school -- Concluding remarks -- CH36;Chapter 7 Designing for Learning -- Opening remarks -- Teachers as designers -- Design initiatives for mathematics -- Partnership between teachers and researchers -- Research45;informed practice -- Out of the classroom design as a thought experiment -- Into the classroom teaching in the moment -- Reflection44; evaluation and redesign -- Concluding remarks -- CH36;Chapter 8 Learning Geometry -- Introductory remarks -- Partnership between teachers and researchers -- Structuring resources the schools -- Structuring resources the curriculum -- Structuring resources the students -- Learning geometry research45;informed practice -- Out of the classroom design as a thought experiment -- Into the classroom learning about quadrilaterals -- Into the classroom learning geometry and proof -- Reflections on Marnies design initiative -- Concluding remarks -- CH36;Chapter 9 Theory as a Way of Seeing -- Introductory remarks -- Culture and mathematics learning -- Mathematical tools -- Appropriating and appropriate mathematics -- Teaching44; tools and transformation -- Language44; community and mathematical learners -- Why theory63; -- CH36;Chapter 10 Integrating Research44; Policy and Practice -- Introductory remarks -- Unintended effects of educational reforms -- Teachers as enabled professionals -- A question of scale -- References -- IDX36;Index -- Last Page.

0

Text of Note

Why do students find learning mathematics difficult? Can anything be done about this? What can we learn from mathematics lessons in which students are motivated to struggle with difficult mathematical ideas? How can teachers make sense of the research which is available, and use it to improve practice in real classrooms? This book explores the factors that influence young people's learning of mathematics. It uses a holistic, socio-culturally informed approach to show how all young people can be encouraged to engage with and learn mathematics. Rich examples from classroom practice are used to connect theory and practice. The role of mathematical tools, including information and communications technologies, is discussed. A key focus of the book is the link between teaching and learning, including different ways in which teachers can design and orchestrate mathematical learning environments. This important, accessible and relevant book is essential reading for student teachers of mathematics as well as all qualified mathematics teachers in secondary schools. This title explores the factors that influence young people's learning of mathematics. It uses a holistic, socio-culturally informed approach to show how all young people can be encouraged to engage with and learn mathematics.

Text of Note

Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.

Title

Teaching for learning mathematics.

International Standard Book Number

9780335213917

Learning, Psychology of.

Mathematics-- Study and teaching.

Mathematics.

Apprentissage, Psychologie de l'

Mathématiques-- Étude et enseignement.

Learning, Psychology of.

MATHEMATICS-- Study & Teaching.

Mathematics-- Study and teaching.

Mathematics.

JDK

JNT

JNZ

MAT

MAT-- 030000

PB

Number

Edition

Class number

Book number

Sutherland, Rosamund,1947-

Date of Transaction

20201204033611.0

Cataloguing Rules (Descriptive Conventions))

pn

Electronic name

[Book]

Y