Mathematics Education
-15%
portes grátis
Mathematics Education
A Spectrum of Work in Mathematical Sciences Departments
Hsu, Pao-sheng; Dewar, Jacqueline; Pollatsek, Harriet
Springer International Publishing AG
12/2016
391
Dura
Inglês
9783319449494
15 a 20 dias
7273
Descrição não disponível.
Tentative ToC
Part I, Benefitting the readers of this volume: Introduction (Jacqueline M. Dewar, Pao-sheng Hsu, Harriet Pollatsek).- Communication, culture, and work in mathematics education in the mathematics department (Shandy Hauk, University of Northern Colorado and WestEd).- Valuing and supporting work in mathematics education: A view from administration (Minerva Cordero-Epperson, University of Texas, Arlington & Maura Mast, Fordham University).- Part II, Benefitting pre-service and in-service teachers and graduate student instructors: A scholarly investigation of engaging future secondary teachers with authentic mathematics capstone projects: Impacts on the instructor and the students (Curtis Bennett, Loyola Marymount University).- By definition: The interplay between research and teaching future teachers about mathematical definitions (Elizabeth A. Burroughs and Maurice J. Burke, Montana State University).- Preparing PK-12 mathematics teachers: How one department usedmathematics education research to shape mathematics students' knowledge (Yvonne Lai, Wendy M. Smith, and Nathan Wakefield, University of Nebraska, Lincoln).- Lessons Learned from a Math Teachers' Circle (Katherine Morrison, University of Northern Colorado).- Transforming practices in mathematics teaching and learning through effective partnerships (Padmanabhan Seshaiyer, George Mason University & Kris Kappmeyer, Arlington Public School District).- Developing true collaborations between teachers, mathematicians, and mathematics educators (Kristin Umland, University of New Mexico).- Part III, Benefitting STEM majors: Finding synergy among research, teaching, and service: An example from mathematics education research (Megan Wawro, Virginia Tech).- Communicating mathematics through interdisciplinary writing and speaking assignments (Suzanne Sumner, University of Mary Washington).- Using data-enhanced classroom experiences to engage student learning (Talithia D. Williams and Susan E. Martonosi, Harvey Mudd College).- Helping students gain abstract understanding through concrete work using GeoGebra (Kathy Tomlinson, University of Wisconsin - River Falls).- A discovery approach to abstract algebra using laboratory experiences (Ellen J. Maycock, Depauw University).- A scholarly investigation of a department-wide effort to connect mathematics and the world (Melanie Pivarski, Barbara Gonzalez and Steve Cohen, Roosevelt University).- Building a community of women in mathematics: The Summer Mathematics Program for women undergraduates at Carleton College (Pamela Richardson, Westminster College).- Part IV, Benefitting students in general education courses: Developing a quantitative reasoning course: a case study (Kathleen Lopez, University of Louisiana, Lafayette).- Discovering the art of mathematics (Christine von Renesse, Westfield State University).- Ethno-mathematics: A study of mathematics in pre-Columbian cultures (Ximena Catepillan, Millersville University).- Writing for quantitative literacy (Maria Fung, Worcester State University).- Tactile mathematics: Helping students learn (Carolyn Yackel, Mercer University).- Incorporating write-to-learn activities in Statistics classes (Katherine G. Johnson, Metropolitan State University).- Mathematics for all: Mathematics of social justice (Priscilla Bremser, Middlebury College).- Part V, Benefitting the public and the larger mathematical community: The Simpsons, Futurama, and more (Sarah Greenwald, Appalachian State University).- Transforming post-secondary education in mathematics (Tara Holm, Cornell University).- Epilogue: Reflections by the Editors.
Part I, Benefitting the readers of this volume: Introduction (Jacqueline M. Dewar, Pao-sheng Hsu, Harriet Pollatsek).- Communication, culture, and work in mathematics education in the mathematics department (Shandy Hauk, University of Northern Colorado and WestEd).- Valuing and supporting work in mathematics education: A view from administration (Minerva Cordero-Epperson, University of Texas, Arlington & Maura Mast, Fordham University).- Part II, Benefitting pre-service and in-service teachers and graduate student instructors: A scholarly investigation of engaging future secondary teachers with authentic mathematics capstone projects: Impacts on the instructor and the students (Curtis Bennett, Loyola Marymount University).- By definition: The interplay between research and teaching future teachers about mathematical definitions (Elizabeth A. Burroughs and Maurice J. Burke, Montana State University).- Preparing PK-12 mathematics teachers: How one department usedmathematics education research to shape mathematics students' knowledge (Yvonne Lai, Wendy M. Smith, and Nathan Wakefield, University of Nebraska, Lincoln).- Lessons Learned from a Math Teachers' Circle (Katherine Morrison, University of Northern Colorado).- Transforming practices in mathematics teaching and learning through effective partnerships (Padmanabhan Seshaiyer, George Mason University & Kris Kappmeyer, Arlington Public School District).- Developing true collaborations between teachers, mathematicians, and mathematics educators (Kristin Umland, University of New Mexico).- Part III, Benefitting STEM majors: Finding synergy among research, teaching, and service: An example from mathematics education research (Megan Wawro, Virginia Tech).- Communicating mathematics through interdisciplinary writing and speaking assignments (Suzanne Sumner, University of Mary Washington).- Using data-enhanced classroom experiences to engage student learning (Talithia D. Williams and Susan E. Martonosi, Harvey Mudd College).- Helping students gain abstract understanding through concrete work using GeoGebra (Kathy Tomlinson, University of Wisconsin - River Falls).- A discovery approach to abstract algebra using laboratory experiences (Ellen J. Maycock, Depauw University).- A scholarly investigation of a department-wide effort to connect mathematics and the world (Melanie Pivarski, Barbara Gonzalez and Steve Cohen, Roosevelt University).- Building a community of women in mathematics: The Summer Mathematics Program for women undergraduates at Carleton College (Pamela Richardson, Westminster College).- Part IV, Benefitting students in general education courses: Developing a quantitative reasoning course: a case study (Kathleen Lopez, University of Louisiana, Lafayette).- Discovering the art of mathematics (Christine von Renesse, Westfield State University).- Ethno-mathematics: A study of mathematics in pre-Columbian cultures (Ximena Catepillan, Millersville University).- Writing for quantitative literacy (Maria Fung, Worcester State University).- Tactile mathematics: Helping students learn (Carolyn Yackel, Mercer University).- Incorporating write-to-learn activities in Statistics classes (Katherine G. Johnson, Metropolitan State University).- Mathematics for all: Mathematics of social justice (Priscilla Bremser, Middlebury College).- Part V, Benefitting the public and the larger mathematical community: The Simpsons, Futurama, and more (Sarah Greenwald, Appalachian State University).- Transforming post-secondary education in mathematics (Tara Holm, Cornell University).- Epilogue: Reflections by the Editors.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
mathematics education;mentoring;social justice;multicultural mathematics;quantitative literacy;quantitative reasoning;writing and communications in mathematics;scholarship of teaching and learning;mathematics education research;teaching, learning and assesment;tactile learning;art and mathematics;ethno-mathematics;in-service teachers;pre-service teachers;technology in mathematics education;collaboration in mathematics education
Tentative ToC
Part I, Benefitting the readers of this volume: Introduction (Jacqueline M. Dewar, Pao-sheng Hsu, Harriet Pollatsek).- Communication, culture, and work in mathematics education in the mathematics department (Shandy Hauk, University of Northern Colorado and WestEd).- Valuing and supporting work in mathematics education: A view from administration (Minerva Cordero-Epperson, University of Texas, Arlington & Maura Mast, Fordham University).- Part II, Benefitting pre-service and in-service teachers and graduate student instructors: A scholarly investigation of engaging future secondary teachers with authentic mathematics capstone projects: Impacts on the instructor and the students (Curtis Bennett, Loyola Marymount University).- By definition: The interplay between research and teaching future teachers about mathematical definitions (Elizabeth A. Burroughs and Maurice J. Burke, Montana State University).- Preparing PK-12 mathematics teachers: How one department usedmathematics education research to shape mathematics students' knowledge (Yvonne Lai, Wendy M. Smith, and Nathan Wakefield, University of Nebraska, Lincoln).- Lessons Learned from a Math Teachers' Circle (Katherine Morrison, University of Northern Colorado).- Transforming practices in mathematics teaching and learning through effective partnerships (Padmanabhan Seshaiyer, George Mason University & Kris Kappmeyer, Arlington Public School District).- Developing true collaborations between teachers, mathematicians, and mathematics educators (Kristin Umland, University of New Mexico).- Part III, Benefitting STEM majors: Finding synergy among research, teaching, and service: An example from mathematics education research (Megan Wawro, Virginia Tech).- Communicating mathematics through interdisciplinary writing and speaking assignments (Suzanne Sumner, University of Mary Washington).- Using data-enhanced classroom experiences to engage student learning (Talithia D. Williams and Susan E. Martonosi, Harvey Mudd College).- Helping students gain abstract understanding through concrete work using GeoGebra (Kathy Tomlinson, University of Wisconsin - River Falls).- A discovery approach to abstract algebra using laboratory experiences (Ellen J. Maycock, Depauw University).- A scholarly investigation of a department-wide effort to connect mathematics and the world (Melanie Pivarski, Barbara Gonzalez and Steve Cohen, Roosevelt University).- Building a community of women in mathematics: The Summer Mathematics Program for women undergraduates at Carleton College (Pamela Richardson, Westminster College).- Part IV, Benefitting students in general education courses: Developing a quantitative reasoning course: a case study (Kathleen Lopez, University of Louisiana, Lafayette).- Discovering the art of mathematics (Christine von Renesse, Westfield State University).- Ethno-mathematics: A study of mathematics in pre-Columbian cultures (Ximena Catepillan, Millersville University).- Writing for quantitative literacy (Maria Fung, Worcester State University).- Tactile mathematics: Helping students learn (Carolyn Yackel, Mercer University).- Incorporating write-to-learn activities in Statistics classes (Katherine G. Johnson, Metropolitan State University).- Mathematics for all: Mathematics of social justice (Priscilla Bremser, Middlebury College).- Part V, Benefitting the public and the larger mathematical community: The Simpsons, Futurama, and more (Sarah Greenwald, Appalachian State University).- Transforming post-secondary education in mathematics (Tara Holm, Cornell University).- Epilogue: Reflections by the Editors.
Part I, Benefitting the readers of this volume: Introduction (Jacqueline M. Dewar, Pao-sheng Hsu, Harriet Pollatsek).- Communication, culture, and work in mathematics education in the mathematics department (Shandy Hauk, University of Northern Colorado and WestEd).- Valuing and supporting work in mathematics education: A view from administration (Minerva Cordero-Epperson, University of Texas, Arlington & Maura Mast, Fordham University).- Part II, Benefitting pre-service and in-service teachers and graduate student instructors: A scholarly investigation of engaging future secondary teachers with authentic mathematics capstone projects: Impacts on the instructor and the students (Curtis Bennett, Loyola Marymount University).- By definition: The interplay between research and teaching future teachers about mathematical definitions (Elizabeth A. Burroughs and Maurice J. Burke, Montana State University).- Preparing PK-12 mathematics teachers: How one department usedmathematics education research to shape mathematics students' knowledge (Yvonne Lai, Wendy M. Smith, and Nathan Wakefield, University of Nebraska, Lincoln).- Lessons Learned from a Math Teachers' Circle (Katherine Morrison, University of Northern Colorado).- Transforming practices in mathematics teaching and learning through effective partnerships (Padmanabhan Seshaiyer, George Mason University & Kris Kappmeyer, Arlington Public School District).- Developing true collaborations between teachers, mathematicians, and mathematics educators (Kristin Umland, University of New Mexico).- Part III, Benefitting STEM majors: Finding synergy among research, teaching, and service: An example from mathematics education research (Megan Wawro, Virginia Tech).- Communicating mathematics through interdisciplinary writing and speaking assignments (Suzanne Sumner, University of Mary Washington).- Using data-enhanced classroom experiences to engage student learning (Talithia D. Williams and Susan E. Martonosi, Harvey Mudd College).- Helping students gain abstract understanding through concrete work using GeoGebra (Kathy Tomlinson, University of Wisconsin - River Falls).- A discovery approach to abstract algebra using laboratory experiences (Ellen J. Maycock, Depauw University).- A scholarly investigation of a department-wide effort to connect mathematics and the world (Melanie Pivarski, Barbara Gonzalez and Steve Cohen, Roosevelt University).- Building a community of women in mathematics: The Summer Mathematics Program for women undergraduates at Carleton College (Pamela Richardson, Westminster College).- Part IV, Benefitting students in general education courses: Developing a quantitative reasoning course: a case study (Kathleen Lopez, University of Louisiana, Lafayette).- Discovering the art of mathematics (Christine von Renesse, Westfield State University).- Ethno-mathematics: A study of mathematics in pre-Columbian cultures (Ximena Catepillan, Millersville University).- Writing for quantitative literacy (Maria Fung, Worcester State University).- Tactile mathematics: Helping students learn (Carolyn Yackel, Mercer University).- Incorporating write-to-learn activities in Statistics classes (Katherine G. Johnson, Metropolitan State University).- Mathematics for all: Mathematics of social justice (Priscilla Bremser, Middlebury College).- Part V, Benefitting the public and the larger mathematical community: The Simpsons, Futurama, and more (Sarah Greenwald, Appalachian State University).- Transforming post-secondary education in mathematics (Tara Holm, Cornell University).- Epilogue: Reflections by the Editors.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
mathematics education;mentoring;social justice;multicultural mathematics;quantitative literacy;quantitative reasoning;writing and communications in mathematics;scholarship of teaching and learning;mathematics education research;teaching, learning and assesment;tactile learning;art and mathematics;ethno-mathematics;in-service teachers;pre-service teachers;technology in mathematics education;collaboration in mathematics education
