Mathematics and Cognition

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

View: 991

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This 1990 book is aimed at teachers, mathematics educators and general readers who are interested in mathematics education from a psychological point of view.

Handbook of Research on Mathematics Teaching and Learning

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

Author: Douglas Grouws

Publisher: IAP

ISBN: 1607528746

Category: Mathematics

Page: 785

View: 8647

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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.

Changing Assessments

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

View: 6133

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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

Past, Present and Future

Author: Angel Gutiérrez

Publisher: Sense Publishers

ISBN: 9077874194

Category: Education

Page: 521

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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

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: 2313

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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

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

Publisher: Psychology Press

ISBN: 9780805809299

Category: Education

Page: 454

View: 6238

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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

Author: Zbigniew Pietrasiński

Publisher: Elsevier

ISBN: 1483154475

Category: Psychology

Page: 214

View: 1540

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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.

Handbook of Educational Psychology

Author: David C. Berliner,Robert C. Calfee

Publisher: Routledge

ISBN: 0805850805

Category: Psychology

Page: 1071

View: 9791

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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.

Proceedings of the Fifth International Congress on Mathematical Education

Author: CARASS

Publisher: Springer Science & Business Media

ISBN: 147574238X

Category: Juvenile Nonfiction

Page: 401

View: 1812

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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

Author: Matt Jarvis

Publisher: Nelson Thornes

ISBN: 9780748790371

Category: Psychology

Page: 250

View: 4100

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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.

Didactics of Mathematics as a Scientific Discipline

Author: Rolf Biehler,Roland W. Scholz,Rudolf Sträßer,Bernard Winkelmann

Publisher: Springer Science & Business Media

ISBN: 079232613X

Category: Education

Page: 467

View: 673

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Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field. The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Education; (8) Cultural Framing of Teaching and Learning Mathematics. Didactics of Mathematics as a Scientific Discipline is required reading for all researchers into the didactics of mathematics, and contains surveys and a variety of stimulating reflections which make it extremely useful for mathematics educators and teacher trainers interested in the theory of their practice. Future and practising teachers of mathematics will find much to interest them in relation to their daily work, especially as it relates to the teaching of different age groups and ability ranges. The book is also recommended to researchers in neighbouring disciplines, such as mathematics itself, general education, educational psychology and cognitive science.

Beyond Formulas in Mathematics and Teaching

Dynamics of the High School Algebra Classroom

Author: Daniel Chazan

Publisher: Teachers College Press

ISBN: 9780807739181

Category: Education

Page: 200

View: 4787

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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.

Teaching Inclusive Mathematics to Special Learners, K-6

Author: Julie A. Sliva,Julie Sliva Spitzer

Publisher: Corwin Press

ISBN: 9780761938910

Category: Business & Economics

Page: 146

View: 2029

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`The book is easy to read and captures one′s attention. It is dealing with a topic that is extremely important in today′s education community′ - Larry Osthus, Mathematics Consultant , Heartland Area Education Agency 11, Iowa The number of special needs students in regular classrooms keeps rising. At the same time as more of these special needs students are being included, mathematics requirements are being increased. NCTM (National Council of Teachers of Mathematics) standards emphasize development of algebraic understanding in early elementary grades. This book is designed to open windows of understanding, which will help teachers better recognize and compensate for the difficulties that special education students may encounter when learning mathematics. The author discusses general characteristics of learning disabled students as they relate to planning mathematics instruction. She also discusses instructional techniques and suggests modifications for facilitating these students′ learning. Many of these techniques and strategies are designed to address specific difficulties or weaknesses; however, it must be emphasized that these techniques are useful across the classroom and may benefit all of the students, and particularly those who may not be diagnosed as learning disabled but do have difficulty in math.

Cognition and Instruction

Author: Ronna F. Dillon,Robert J. Sternberg

Publisher: Academic Press

ISBN: 0080885837

Category: Education

Page: 390

View: 4696

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Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning. The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transforming procedures within the general context of higher order skills. The publication also offers information on second language and mathematics. The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning. The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction. The most recent developments in cognitive psychology Up-to-date literature reviews Chapter on training reasoning Active, renowned contributing authors

Theories of Mathematics Education

Seeking New Frontiers

Author: Bharath Sriraman,Lyn English

Publisher: Springer Science & Business Media

ISBN: 3642007422

Category: Education

Page: 668

View: 9607

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Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM—The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt für - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincaré (1854–1912), who said “To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.

Cognitive Science and Mathematics Education

Author: Alan H. Schoenfeld

Publisher: Psychology Press

ISBN: 9780805800579

Category: Education

Page: 291

View: 7877

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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.