Mathematical Encounters and Pedagogical Detours / Koichu, Boris  

Público ISBD Ningún comentario para este título. Título : Mathematical Encounters and Pedagogical Detours : Stories of Disturbance and Learning Opportunities in Teacher Education Tipo de documento: documento electrónico Autores: Koichu, Boris, ; Zazkis, Rina, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2021 Número de páginas: XII, 210 p. 63 ilustraciones, 39 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-58434-4 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Matemáticas  Aprendizaje  Psicología de  Educación Matemática  Psicología Instruccional Clasificación: 510.71 Resumen: Este libro explora la idea de que los educadores y profesores de matemáticas también son solucionadores de problemas y aprendices y, como tales, experimentan constantemente perturbaciones matemáticas y pedagógicas. En consecuencia, muchas tareas y actividades de aprendizaje originales son el resultado de perturbaciones matemáticas y pedagógicas personales de sus diseñadores, quienes luego transponen estas perturbaciones en oportunidades de aprendizaje para sus estudiantes. Este proceso de aprendizaje-transposición es una piedra angular de la formación del profesorado de matemáticas como una empresa vivida y en desarrollo. Encuentros matemáticos y desvíos pedagógicos desarrollan el proceso y lo ilustran con varios ejemplos. El libro involucra a los lectores en tareas originales, comparte los resultados de la implementación de tareas y describe cómo estos resultados informan el desarrollo de nuevas tareas, que a menudo entrelazan matemáticas y pedagogía. Lo más importante es que el libro incluye un diálogo entre los autores basado en las historias de su propio aprendizaje, lo que desencadena una exploración continua de oportunidades de aprendizaje para sus estudiantes. Nota de contenido: Chapter 1. Disturbance as a driving force -- Chapter 2. A fictional dialogue on infinitude of primes -- Chapter 3. Encounters with Euclidean propositions -- Chapter 4. Stories on problem-solving instruction -- Chapter 5. Encounters with Cardano's method -- Chapter 6. Synthesizing exception-barring and what-if-not: If not, what yes? -- Chapter 7. From "obviously wrong" methods to surprisingly correct answers. Tipo de medio : Computadora Summary : This book explores the idea that mathematics educators and teachers are also problem solvers and learners, and as such they constantly experience mathematical and pedagogical disturbances. Accordingly, many original tasks and learning activities are results of personal mathematical and pedagogical disturbances of their designers, who then transpose these disturbances into learning opportunities for their students. This learning-transposition process is a cornerstone of mathematics teacher education as a lived, developing enterprise. Mathematical Encounters and Pedagogical Detours unfold the process and illustrate it by various examples. The book engages readers in original tasks, shares the results of task implementation and describes how these results inform the development of new tasks, which often intertwine mathematics and pedagogy. Most importantly, the book includes a dialogue between the authors based on the stories of their own learning, which triggers continuous exploration of learning opportunities for their students. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Mathematical Encounters and Pedagogical Detours : Stories of Disturbance and Learning Opportunities in Teacher Education [documento electrónico] / Koichu, Boris, ; Zazkis, Rina,  . -  1 ed.  . - [s.l.] : Springer, 2021 . - XII, 210 p. 63 ilustraciones, 39 ilustraciones en color. ISBN : 978-3-030-58434-4 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Matemáticas  Aprendizaje  Psicología de  Educación Matemática  Psicología Instruccional Clasificación: 510.71 Resumen: Este libro explora la idea de que los educadores y profesores de matemáticas también son solucionadores de problemas y aprendices y, como tales, experimentan constantemente perturbaciones matemáticas y pedagógicas. En consecuencia, muchas tareas y actividades de aprendizaje originales son el resultado de perturbaciones matemáticas y pedagógicas personales de sus diseñadores, quienes luego transponen estas perturbaciones en oportunidades de aprendizaje para sus estudiantes. Este proceso de aprendizaje-transposición es una piedra angular de la formación del profesorado de matemáticas como una empresa vivida y en desarrollo. Encuentros matemáticos y desvíos pedagógicos desarrollan el proceso y lo ilustran con varios ejemplos. El libro involucra a los lectores en tareas originales, comparte los resultados de la implementación de tareas y describe cómo estos resultados informan el desarrollo de nuevas tareas, que a menudo entrelazan matemáticas y pedagogía. Lo más importante es que el libro incluye un diálogo entre los autores basado en las historias de su propio aprendizaje, lo que desencadena una exploración continua de oportunidades de aprendizaje para sus estudiantes. Nota de contenido: Chapter 1. Disturbance as a driving force -- Chapter 2. A fictional dialogue on infinitude of primes -- Chapter 3. Encounters with Euclidean propositions -- Chapter 4. Stories on problem-solving instruction -- Chapter 5. Encounters with Cardano's method -- Chapter 6. Synthesizing exception-barring and what-if-not: If not, what yes? -- Chapter 7. From "obviously wrong" methods to surprisingly correct answers. Tipo de medio : Computadora Summary : This book explores the idea that mathematics educators and teachers are also problem solvers and learners, and as such they constantly experience mathematical and pedagogical disturbances. Accordingly, many original tasks and learning activities are results of personal mathematical and pedagogical disturbances of their designers, who then transpose these disturbances into learning opportunities for their students. This learning-transposition process is a cornerstone of mathematics teacher education as a lived, developing enterprise. Mathematical Encounters and Pedagogical Detours unfold the process and illustrate it by various examples. The book engages readers in original tasks, shares the results of task implementation and describes how these results inform the development of new tasks, which often intertwine mathematics and pedagogy. Most importantly, the book includes a dialogue between the authors based on the stories of their own learning, which triggers continuous exploration of learning opportunities for their students. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

Problem Solving in Mathematics Instruction and Teacher Professional Development / Felmer, Patricio ; Liljedahl, Peter ; Koichu, Boris  

Público ISBD Ningún comentario para este título. Título : Problem Solving in Mathematics Instruction and Teacher Professional Development Tipo de documento: documento electrónico Autores: Felmer, Patricio, ; Liljedahl, Peter, ; Koichu, Boris, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2019 Número de páginas: XVII, 410 p. 81 ilustraciones, 47 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-29215-7 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Matemáticas  Aprendizaje  Psicología de  Docente  Educación Matemática  Psicología Instruccional  Enseñanza y formación docente Clasificación: 510.71 Resumen: Las investigaciones recientes en resolución de problemas han cambiado su enfoque hacia la implementación real en el aula y lo que realmente sucede durante la resolución de problemas cuando se utiliza regularmente en el aula. Este libro busca mantenerse a la vanguardia de esa tendencia al abordar diversos aspectos de la investigación actual en resolución de problemas, cubriendo tres grandes temas. En primer lugar, explora el papel de los maestros en las aulas de resolución de problemas y su desarrollo profesional, pasando, en segundo lugar, al papel de los estudiantes al resolver problemas, con especial consideración de factores como el trabajo en grupo, la discusión, el papel de los estudiantes en las discusiones y el efecto de la participación de los estudiantes en su autopercepción y su visión de las matemáticas. Finalmente, el libro considera la cuestión de la resolución de problemas en la instrucción de matemáticas en su superposición con el diseño de problemas, las situaciones de resolución de problemas y la implementación real en el aula. El volumen reúne a diversos colaboradores de una variedad de países y con amplias y variadas experiencias, combinando las voces de investigadores líderes y en desarrollo. El libro será de interés para cualquier lector que se mantenga en las fronteras de la investigación en resolución de problemas, más específicamente investigadores y estudiantes de posgrado en educación matemática, investigadores en resolución de problemas, así como maestros y profesionales. Nota de contenido: Introduction -- Part I. Problem Solving in Mathematics Instruction: Reflections and Agendas -- Chapter 1: Embedding Problem Solving into School Mathematics -- Chapter 2: School Math Needs to Focus on Mathematics as a Study of Structure -- Chapter 3: Problem Solving as a Subject and as a Pedagogical Approach, and the On-Going Dialogue between Mathematics and Mathematics Education -- Chapter 4: On Facilitating Different Types of Problem-Solving Discourse: Focus on Heuristics, Connectivity and Aesthetics -- Part II. Design of Powerful Problem-Solving Situations -- Chapter 5: Pre-Parative and Post-Parative Play as Key Components of Mathematical Problem Solving -- Chapter 6: Alternatives Teaching Methods: Means to Promote Pupils' Mathematical Understanding -- Chapter 7: The Design Of Problems That Promote Geometric Modeling As Context For Research On Instruction -- Chapter 8: A Mathematical Problem-Solving Approach Based on Digital Technology Affordances to Represent, Explore and Solve Problems via Geometric Reasoning -- Part III. Interplay of Factors Involved in Student Problem Solving -- Chapter 9: Collaborative Work of Students when Solving Mathematical Problems: Relationships between Different Dimensions -- Chapter 10: Attitude toward Mathematics; A Function that Affects Students' Learning to Solve a Non-Routine Mathematical Problem -- Chapter 11: Problem Solving, the Enactivistic-Metaphoric Way -- Chapter 12: Arithmetic-Algebraic Problems and Analogical Reasoning -- Part IV. Effects of Engagement with Problem Solving Chapter 13: Changing Beliefs: The Case of First-Person Vicarious Experiences -- Chapter 14: Examining Sources of Self-Efficacy in Whole-Class Problem-Solving -- Chapter 15: Ensuring Equity through Using Culturally Embedded Group Worthy Tasks within Mathematical Inquiry Communities -- Part V. On the Role of Teachers in Problem-Solving Classrooms -- Chapter 16: Let Students Communicate their Ideas: How Instructors' Interactions Influence Team's Problem-Solving Capabilities -- Chapter 17: Teacher Questioning to Foster Mathematical Problem Solving in Two Professional Development Programmes -- Chapter 18: Mathematics Teachers' Specialized Knowledge for Managing Problem-Solving Tasks -- Part VI. Teacher Professional Development and Problem Solving -- Chapter 19: Chaos, Control, and Need: Success and Sustainability of Professional Development in Problem Solving -- Chapter 20: Teachers' Mathematical Tensions Surfacing during the First Session of a Professional Development Workshop Based on Problem Solving -- Chapter 21: Teachers' Learning to Enhance Urban Students' Participation through Problem Solving in Mathematics Classroom: The Case of Juan. . Tipo de medio : Computadora Summary : Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom. This book seeks to stay on top of that trend by approaching diverse aspects of current problem solving research, covering three broad themes. Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto—secondly—the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students' engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences, combining the voices of leading and developing researchers. The book will be of interest to any reader keeping on the frontiers of research in problem solving, more specifically researchers and graduate students in mathematics education, researchers in problem solving, as well as teachers and practitioners. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Problem Solving in Mathematics Instruction and Teacher Professional Development [documento electrónico] / Felmer, Patricio, ; Liljedahl, Peter, ; Koichu, Boris,  . -  1 ed.  . - [s.l.] : Springer, 2019 . - XVII, 410 p. 81 ilustraciones, 47 ilustraciones en color. ISBN : 978-3-030-29215-7 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Matemáticas  Aprendizaje  Psicología de  Docente  Educación Matemática  Psicología Instruccional  Enseñanza y formación docente Clasificación: 510.71 Resumen: Las investigaciones recientes en resolución de problemas han cambiado su enfoque hacia la implementación real en el aula y lo que realmente sucede durante la resolución de problemas cuando se utiliza regularmente en el aula. Este libro busca mantenerse a la vanguardia de esa tendencia al abordar diversos aspectos de la investigación actual en resolución de problemas, cubriendo tres grandes temas. En primer lugar, explora el papel de los maestros en las aulas de resolución de problemas y su desarrollo profesional, pasando, en segundo lugar, al papel de los estudiantes al resolver problemas, con especial consideración de factores como el trabajo en grupo, la discusión, el papel de los estudiantes en las discusiones y el efecto de la participación de los estudiantes en su autopercepción y su visión de las matemáticas. Finalmente, el libro considera la cuestión de la resolución de problemas en la instrucción de matemáticas en su superposición con el diseño de problemas, las situaciones de resolución de problemas y la implementación real en el aula. El volumen reúne a diversos colaboradores de una variedad de países y con amplias y variadas experiencias, combinando las voces de investigadores líderes y en desarrollo. El libro será de interés para cualquier lector que se mantenga en las fronteras de la investigación en resolución de problemas, más específicamente investigadores y estudiantes de posgrado en educación matemática, investigadores en resolución de problemas, así como maestros y profesionales. Nota de contenido: Introduction -- Part I. Problem Solving in Mathematics Instruction: Reflections and Agendas -- Chapter 1: Embedding Problem Solving into School Mathematics -- Chapter 2: School Math Needs to Focus on Mathematics as a Study of Structure -- Chapter 3: Problem Solving as a Subject and as a Pedagogical Approach, and the On-Going Dialogue between Mathematics and Mathematics Education -- Chapter 4: On Facilitating Different Types of Problem-Solving Discourse: Focus on Heuristics, Connectivity and Aesthetics -- Part II. Design of Powerful Problem-Solving Situations -- Chapter 5: Pre-Parative and Post-Parative Play as Key Components of Mathematical Problem Solving -- Chapter 6: Alternatives Teaching Methods: Means to Promote Pupils' Mathematical Understanding -- Chapter 7: The Design Of Problems That Promote Geometric Modeling As Context For Research On Instruction -- Chapter 8: A Mathematical Problem-Solving Approach Based on Digital Technology Affordances to Represent, Explore and Solve Problems via Geometric Reasoning -- Part III. Interplay of Factors Involved in Student Problem Solving -- Chapter 9: Collaborative Work of Students when Solving Mathematical Problems: Relationships between Different Dimensions -- Chapter 10: Attitude toward Mathematics; A Function that Affects Students' Learning to Solve a Non-Routine Mathematical Problem -- Chapter 11: Problem Solving, the Enactivistic-Metaphoric Way -- Chapter 12: Arithmetic-Algebraic Problems and Analogical Reasoning -- Part IV. Effects of Engagement with Problem Solving Chapter 13: Changing Beliefs: The Case of First-Person Vicarious Experiences -- Chapter 14: Examining Sources of Self-Efficacy in Whole-Class Problem-Solving -- Chapter 15: Ensuring Equity through Using Culturally Embedded Group Worthy Tasks within Mathematical Inquiry Communities -- Part V. On the Role of Teachers in Problem-Solving Classrooms -- Chapter 16: Let Students Communicate their Ideas: How Instructors' Interactions Influence Team's Problem-Solving Capabilities -- Chapter 17: Teacher Questioning to Foster Mathematical Problem Solving in Two Professional Development Programmes -- Chapter 18: Mathematics Teachers' Specialized Knowledge for Managing Problem-Solving Tasks -- Part VI. Teacher Professional Development and Problem Solving -- Chapter 19: Chaos, Control, and Need: Success and Sustainability of Professional Development in Problem Solving -- Chapter 20: Teachers' Mathematical Tensions Surfacing during the First Session of a Professional Development Workshop Based on Problem Solving -- Chapter 21: Teachers' Learning to Enhance Urban Students' Participation through Problem Solving in Mathematics Classroom: The Case of Juan. . Tipo de medio : Computadora Summary : Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom. This book seeks to stay on top of that trend by approaching diverse aspects of current problem solving research, covering three broad themes. Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto—secondly—the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students' engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences, combining the voices of leading and developing researchers. The book will be of interest to any reader keeping on the frontiers of research in problem solving, more specifically researchers and graduate students in mathematics education, researchers in problem solving, as well as teachers and practitioners. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

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