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Autor Liljedahl, Peter |
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TÃtulo : Diseñando aulas para pensar en matemáticas : primaria y secundaria Tipo de documento: documento electrónico Autores: Liljedahl, Peter, ; Calvo, Cecilia, ; Morera, Laura, ; Vilalta, Albert, ; Wheeler, Laura, ; Morales Bonilla, Cristopher, Editorial: Ned ediciones Fecha de publicación: 2024 Número de páginas: 1 recurso en liÌnea (350 paÌginas) : Il.: ilustraciones ISBN/ISSN/DL: 978-84-19407-52-8 Nota general: Incluye iÌndice.
SubtiÌtulo de la portada.Palabras clave: CapacitacioÌn docente. EducacioÌn. EducacioÌn Profesores FormacioÌn. Profesores FormacioÌn profesional. Clasificación: 370.71 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/278042 Diseñando aulas para pensar en matemáticas : primaria y secundaria [documento electrónico] / Liljedahl, Peter, ; Calvo, Cecilia, ; Morera, Laura, ; Vilalta, Albert, ; Wheeler, Laura, ; Morales Bonilla, Cristopher, . - Ned ediciones, 2024 . - 1 recurso en liÌnea (350 paÌginas) : : ilustraciones.
ISBN : 978-84-19407-52-8
Incluye iÌndice.
SubtiÌtulo de la portada.
Palabras clave: CapacitacioÌn docente. EducacioÌn. EducacioÌn Profesores FormacioÌn. Profesores FormacioÌn profesional. Clasificación: 370.71 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/278042
TÃtulo : Mathematical Problem Solving : Current Themes, Trends, and Research Tipo de documento: documento electrónico Autores: Liljedahl, Peter, ; Santos-Trigo, Manuel, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2019 Número de páginas: XI, 362 p. 112 ilustraciones, 82 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-10472-6 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 Docente Habilidades de estudio Educación internacional Educación comparada Educación Matemática Enseñanza y formación docente Habilidades de estudio y aprendizaje Educación internacional y comparada Clasificación: 510.71 Resumen: Este libro contribuye al campo de la resolución de problemas matemáticos explorando temas, tendencias y perspectivas de investigación actuales. Lo hace abordando cinco dimensiones amplias y relacionadas: heurÃstica de resolución de problemas, resolución de problemas y tecnologÃa, indagación y planteamiento de problemas en la educación matemática, evaluación de y a través de la resolución de problemas, y el entorno de resolución de problemas. La resolución de problemas matemáticos ha sido reconocida desde hace mucho tiempo como un aspecto importante de las matemáticas, la enseñanza de las matemáticas y el aprendizaje de las matemáticas. Ha influido en los planes de estudio de matemáticas de todo el mundo, con llamados a la enseñanza de la resolución de problemas, asà como a la enseñanza de las matemáticas a través de la resolución de problemas. Y como tal, ha sido de interés para los investigadores de la educación matemática desde que existe el campo. La investigación en esta área generalmente ha tenido como objetivo comprender y relacionar los procesos involucrados en la resolución de problemas con el desarrollo del conocimiento matemático y las habilidades de resolución de problemas de los estudiantes. El conocimiento acumulado y los desarrollos de campo han incluido marcos conceptuales para caracterizar el éxito de los estudiantes en actividades de resolución de problemas, análisis cognitivo, metacognitivo, social y afectivo, propuestas curriculares y formas de promover enfoques de resolución de problemas. Nota de contenido: Introduction – Peter Liljedahl & Manuel Santos Trigo -- Section 1: problem solving heuristics -- 1. Looking Back to Solve Differently: Familiarity, Fluency, and Flexibility - Hartono Tjoe -- 2. Future-oriented Thinking and Activity in Mathematical Problem Solving - Wes Maciejewski -- Section 2: problem solving and technology -- 3. A model of mathematical problem solving with technology: the case of Marco solving-and-expressing two geometry problems - Susana Carreira & Hélia Jacinto -- 4. Mathematical problem solving and the use of digital technologies - Manuel Santos-Trigo -- 5. The spreadsheet affordances in solving complex word problems - Nélia Amado, Susana Carreira & Sandra Nobre -- Section 3: inquiry and problem posing in mathematics education -- 6. Is Inquiry-Based Approach possible at the elementary school? - Magali Hersant & Christine Choquet -- 7. How to stimulate in-service teachers' competencein didactic analysis by means of problem posing – Uldarico Malspina et al -- Section 4: assessment of and through problem solving -- 8. Exploring Methods in Evaluating Metacognitive Strategies in Mathematical Problem Solving - Mei Yoke Loh & Ngan Hoe Lee -- 9. Assessing Inquiry-Based-Mathematics-Education with both a summative and formative purpose - Maud Chanudet -- 10. Beyond the standardized assessment of mathematical problem solving competencies: from products to processes - Pietro Di Martino & Giulia Signorini -- Section 5: the problem solving environment -- 11. Creating and sustaining online problem-solving forums: Two perspectives - Boris Koichu & Nelly Keller -- 12. Conditions for Supporting Problem Solving: Vertical Non-Permanent Surfaces - Peter Liljedahl -- 13. The ARPA experience in Chile: Problem Solving for Teachers' Professional Development - Patricio Felmer, Josefa Perdomo-DÃaz, & Cristián Reyes -- Conclusion – Peter Liljedahl & Manuel SantosTrigo. Tipo de medio : Computadora Summary : This book contributes to the field of mathematical problem solving by exploring current themes, trends and research perspectives. It does so by addressing five broad and related dimensions: problem solving heuristics, problem solving and technology, inquiry and problem posing in mathematics education, assessment of and through problem solving, and the problem solving environment. Mathematical problem solving has long been recognized as an important aspect of mathematics, teaching mathematics, and learning mathematics. It has influenced mathematics curricula around the world, with calls for the teaching of problem solving as well as the teaching of mathematics through problem solving. And as such, it has been of interest to mathematics education researchers for as long as the field has existed. Research in this area has generally aimed at understanding and relating the processes involved in solving problems to students' development of mathematical knowledge and problem solving skills. The accumulated knowledge and field developments have included conceptual frameworks for characterizing learners' success in problem solving activities, cognitive, metacognitive, social and affective analysis, curriculum proposals, and ways to promote problem solving approaches. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Mathematical Problem Solving : Current Themes, Trends, and Research [documento electrónico] / Liljedahl, Peter, ; Santos-Trigo, Manuel, . - 1 ed. . - [s.l.] : Springer, 2019 . - XI, 362 p. 112 ilustraciones, 82 ilustraciones en color.
ISBN : 978-3-030-10472-6
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 Docente Habilidades de estudio Educación internacional Educación comparada Educación Matemática Enseñanza y formación docente Habilidades de estudio y aprendizaje Educación internacional y comparada Clasificación: 510.71 Resumen: Este libro contribuye al campo de la resolución de problemas matemáticos explorando temas, tendencias y perspectivas de investigación actuales. Lo hace abordando cinco dimensiones amplias y relacionadas: heurÃstica de resolución de problemas, resolución de problemas y tecnologÃa, indagación y planteamiento de problemas en la educación matemática, evaluación de y a través de la resolución de problemas, y el entorno de resolución de problemas. La resolución de problemas matemáticos ha sido reconocida desde hace mucho tiempo como un aspecto importante de las matemáticas, la enseñanza de las matemáticas y el aprendizaje de las matemáticas. Ha influido en los planes de estudio de matemáticas de todo el mundo, con llamados a la enseñanza de la resolución de problemas, asà como a la enseñanza de las matemáticas a través de la resolución de problemas. Y como tal, ha sido de interés para los investigadores de la educación matemática desde que existe el campo. La investigación en esta área generalmente ha tenido como objetivo comprender y relacionar los procesos involucrados en la resolución de problemas con el desarrollo del conocimiento matemático y las habilidades de resolución de problemas de los estudiantes. El conocimiento acumulado y los desarrollos de campo han incluido marcos conceptuales para caracterizar el éxito de los estudiantes en actividades de resolución de problemas, análisis cognitivo, metacognitivo, social y afectivo, propuestas curriculares y formas de promover enfoques de resolución de problemas. Nota de contenido: Introduction – Peter Liljedahl & Manuel Santos Trigo -- Section 1: problem solving heuristics -- 1. Looking Back to Solve Differently: Familiarity, Fluency, and Flexibility - Hartono Tjoe -- 2. Future-oriented Thinking and Activity in Mathematical Problem Solving - Wes Maciejewski -- Section 2: problem solving and technology -- 3. A model of mathematical problem solving with technology: the case of Marco solving-and-expressing two geometry problems - Susana Carreira & Hélia Jacinto -- 4. Mathematical problem solving and the use of digital technologies - Manuel Santos-Trigo -- 5. The spreadsheet affordances in solving complex word problems - Nélia Amado, Susana Carreira & Sandra Nobre -- Section 3: inquiry and problem posing in mathematics education -- 6. Is Inquiry-Based Approach possible at the elementary school? - Magali Hersant & Christine Choquet -- 7. How to stimulate in-service teachers' competencein didactic analysis by means of problem posing – Uldarico Malspina et al -- Section 4: assessment of and through problem solving -- 8. Exploring Methods in Evaluating Metacognitive Strategies in Mathematical Problem Solving - Mei Yoke Loh & Ngan Hoe Lee -- 9. Assessing Inquiry-Based-Mathematics-Education with both a summative and formative purpose - Maud Chanudet -- 10. Beyond the standardized assessment of mathematical problem solving competencies: from products to processes - Pietro Di Martino & Giulia Signorini -- Section 5: the problem solving environment -- 11. Creating and sustaining online problem-solving forums: Two perspectives - Boris Koichu & Nelly Keller -- 12. Conditions for Supporting Problem Solving: Vertical Non-Permanent Surfaces - Peter Liljedahl -- 13. The ARPA experience in Chile: Problem Solving for Teachers' Professional Development - Patricio Felmer, Josefa Perdomo-DÃaz, & Cristián Reyes -- Conclusion – Peter Liljedahl & Manuel SantosTrigo. Tipo de medio : Computadora Summary : This book contributes to the field of mathematical problem solving by exploring current themes, trends and research perspectives. It does so by addressing five broad and related dimensions: problem solving heuristics, problem solving and technology, inquiry and problem posing in mathematics education, assessment of and through problem solving, and the problem solving environment. Mathematical problem solving has long been recognized as an important aspect of mathematics, teaching mathematics, and learning mathematics. It has influenced mathematics curricula around the world, with calls for the teaching of problem solving as well as the teaching of mathematics through problem solving. And as such, it has been of interest to mathematics education researchers for as long as the field has existed. Research in this area has generally aimed at understanding and relating the processes involved in solving problems to students' development of mathematical knowledge and problem solving skills. The accumulated knowledge and field developments have included conceptual frameworks for characterizing learners' success in problem solving activities, cognitive, metacognitive, social and affective analysis, curriculum proposals, and ways to promote problem solving approaches. . 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
TÃtulo : 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 PsicologÃa de Docente Educación Matemática PsicologÃa 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 paÃses y con amplias y variadas experiencias, combinando las voces de investigadores lÃderes 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 especÃficamente investigadores y estudiantes de posgrado en educación matemática, investigadores en resolución de problemas, asà 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 PsicologÃa de Docente Educación Matemática PsicologÃa 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 paÃses y con amplias y variadas experiencias, combinando las voces de investigadores lÃderes 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 especÃficamente investigadores y estudiantes de posgrado en educación matemática, investigadores en resolución de problemas, asà 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 [...]
TÃtulo : Teaching and Learning in Maths Classrooms : Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction Tipo de documento: documento electrónico Autores: Andrà , Chiara, ; Brunetto, Domenico, ; Levenson, Esther, ; Liljedahl, Peter, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2017 Número de páginas: XXIII, 292 p. 13 ilustraciones, 4 ilustraciones en color. ISBN/ISSN/DL: 978-3-319-49232-2 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 Docente PsicologÃa cognitiva Personalidad Diferencia (PsicologÃa) Conocimiento SociologÃa de Tecnologia Educacional Educación Matemática Enseñanza y formación docente Personalidad y PsicologÃa Diferencial SociologÃa del conocimiento y del discurso Educación Digital y TecnologÃa Educativa Clasificación: 510.71 Resumen: El libro presenta una selección de las charlas más relevantes impartidas en la 21ª conferencia MAVI, celebrada en el Politecnico di Milano. La primera sección está dedicada a las prácticas y creencias en el aula con respecto a esas prácticas, analizando las opiniones de los profesores potenciales o en ejercicio sobre diferentes prácticas, como la toma de decisiones, el papel de las explicaciones, la resolución de problemas, los patrones y el uso del juego. De mayor interés para los participantes de MAVI es la relación entre las creencias profesadas por los docentes y la práctica en el aula, aspectos que constituyen el foco de la segunda sección. Tres artÃculos abordan el cambio docente, que es notoriamente difÃcil, incluso cuando los propios docentes están interesados ​​en cambiar su práctica. A su vez, la tercera sección del libro se centra en las corrientes subyacentes de la enseñanza y el aprendizaje de las matemáticas, que pueden aflorar en diversas situaciones, provocando tensiones e inconsistencias. La última sección de este libro analiza temas emergentes en la investigación relacionada con el afecto, con especial atención a las actitudes hacia la evaluación. El libro ofrece un recurso valioso para todos los profesores e investigadores que trabajan en esta área. Nota de contenido: 1 Teaching and learning in math classrooms -- 2 Foreword -- 3 Introduction -- Part I Classroom practices: explanation, problem-solving, patterning, decision-making, drawings and games – 4 Prospective primary teachers' beliefs regarding the roles of explanations in the classroom -- 5 Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge. - 6 Primary school students' images of problem solving in mathematics -- 7 Secondary school mathematics teachers' conceptions on data-based decision-making: Insights from four Japanese cases -- 8 Teachers' activities during a mathematics lesson as seen in third graders' drawings- 9 Serious frivolity: exploring play in UK secondary mathematics classrooms -- Part II Teachers' beliefs, changing beliefs and the role of the environment -- 10 In-service math teachers' autobiographical narratives: the role of metaphors -- 11 A contribution to the relation between teachers' professed and enacted beliefs -- 12 Raising attainment: What might we learn from teachers' beliefs about their best and worst mathematics students? -- 13 Numeracy task design: A case of changing mathematics teaching practice -- 14 Math lessons: from flipped to amalgamated, from teacher- to learner-centered -- 15 Emotional expressions as a window to processes of change in a mathematics classroom's culture -- 16 Mathematics teachers' conceptions of the classroom environment -- Part III Understanding the undercurrents: tensions, inconsistencies and the social turn -- 17 Teacher tensions: the case of Naomi -- 18 Towards inconsistencies of parents' beliefs about teaching and learning mathematics -- 19 Evoking the feeling of uncertainty for enhancing conceptual knowledge -- 20 Criteria for identifying students as exceptional in a mathematical camp for 'gifted' students -- 21 Identity and rationality in classroom discussion: developing and testing an analytical toolkit -- 22 Developing an analyzing tool for dynamic mathematics-related student interaction regarding affect, cognition and participation -- Part IV Emerging themes in affect-related research: engagement, fear, perfectionism ...and assessment -- 23 Motivating desires for classroom engagement in the learning of mathematics -- 24 What are students afraid of when they say they are afraid of mathematics? -- 25 What is perfectionism in mathematical task solving? -- 26 Gender differences concerning pupils' beliefs on teaching methods and mathematical worldviews at lower secondary schools -- 27 "Every time I fell down (made a mistake), I could get up (correct)": affective factors in formative assessment practices with classroom connected technologies -- 28 Teachers' affect towards the external standardised assessment of students' mathematical competencies -- 29 Conclusion. Tipo de medio : Computadora Summary : The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers' professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book's third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, witha particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Teaching and Learning in Maths Classrooms : Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction [documento electrónico] / Andrà , Chiara, ; Brunetto, Domenico, ; Levenson, Esther, ; Liljedahl, Peter, . - 1 ed. . - [s.l.] : Springer, 2017 . - XXIII, 292 p. 13 ilustraciones, 4 ilustraciones en color.
ISBN : 978-3-319-49232-2
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 Docente PsicologÃa cognitiva Personalidad Diferencia (PsicologÃa) Conocimiento SociologÃa de Tecnologia Educacional Educación Matemática Enseñanza y formación docente Personalidad y PsicologÃa Diferencial SociologÃa del conocimiento y del discurso Educación Digital y TecnologÃa Educativa Clasificación: 510.71 Resumen: El libro presenta una selección de las charlas más relevantes impartidas en la 21ª conferencia MAVI, celebrada en el Politecnico di Milano. La primera sección está dedicada a las prácticas y creencias en el aula con respecto a esas prácticas, analizando las opiniones de los profesores potenciales o en ejercicio sobre diferentes prácticas, como la toma de decisiones, el papel de las explicaciones, la resolución de problemas, los patrones y el uso del juego. De mayor interés para los participantes de MAVI es la relación entre las creencias profesadas por los docentes y la práctica en el aula, aspectos que constituyen el foco de la segunda sección. Tres artÃculos abordan el cambio docente, que es notoriamente difÃcil, incluso cuando los propios docentes están interesados ​​en cambiar su práctica. A su vez, la tercera sección del libro se centra en las corrientes subyacentes de la enseñanza y el aprendizaje de las matemáticas, que pueden aflorar en diversas situaciones, provocando tensiones e inconsistencias. La última sección de este libro analiza temas emergentes en la investigación relacionada con el afecto, con especial atención a las actitudes hacia la evaluación. El libro ofrece un recurso valioso para todos los profesores e investigadores que trabajan en esta área. Nota de contenido: 1 Teaching and learning in math classrooms -- 2 Foreword -- 3 Introduction -- Part I Classroom practices: explanation, problem-solving, patterning, decision-making, drawings and games – 4 Prospective primary teachers' beliefs regarding the roles of explanations in the classroom -- 5 Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge. - 6 Primary school students' images of problem solving in mathematics -- 7 Secondary school mathematics teachers' conceptions on data-based decision-making: Insights from four Japanese cases -- 8 Teachers' activities during a mathematics lesson as seen in third graders' drawings- 9 Serious frivolity: exploring play in UK secondary mathematics classrooms -- Part II Teachers' beliefs, changing beliefs and the role of the environment -- 10 In-service math teachers' autobiographical narratives: the role of metaphors -- 11 A contribution to the relation between teachers' professed and enacted beliefs -- 12 Raising attainment: What might we learn from teachers' beliefs about their best and worst mathematics students? -- 13 Numeracy task design: A case of changing mathematics teaching practice -- 14 Math lessons: from flipped to amalgamated, from teacher- to learner-centered -- 15 Emotional expressions as a window to processes of change in a mathematics classroom's culture -- 16 Mathematics teachers' conceptions of the classroom environment -- Part III Understanding the undercurrents: tensions, inconsistencies and the social turn -- 17 Teacher tensions: the case of Naomi -- 18 Towards inconsistencies of parents' beliefs about teaching and learning mathematics -- 19 Evoking the feeling of uncertainty for enhancing conceptual knowledge -- 20 Criteria for identifying students as exceptional in a mathematical camp for 'gifted' students -- 21 Identity and rationality in classroom discussion: developing and testing an analytical toolkit -- 22 Developing an analyzing tool for dynamic mathematics-related student interaction regarding affect, cognition and participation -- Part IV Emerging themes in affect-related research: engagement, fear, perfectionism ...and assessment -- 23 Motivating desires for classroom engagement in the learning of mathematics -- 24 What are students afraid of when they say they are afraid of mathematics? -- 25 What is perfectionism in mathematical task solving? -- 26 Gender differences concerning pupils' beliefs on teaching methods and mathematical worldviews at lower secondary schools -- 27 "Every time I fell down (made a mistake), I could get up (correct)": affective factors in formative assessment practices with classroom connected technologies -- 28 Teachers' affect towards the external standardised assessment of students' mathematical competencies -- 29 Conclusion. Tipo de medio : Computadora Summary : The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers' professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book's third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, witha particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
