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Autor Li, Yeping |
Documentos disponibles escritos por este autor (5)
Crear una solicitud de compra Refinar búsquedaDeveloping Mathematical Proficiency for Elementary Instruction / Li, Yeping ; Howe, Roger E. ; Lewis, W. James ; Madden, James J.
TÃtulo : Developing Mathematical Proficiency for Elementary Instruction Tipo de documento: documento electrónico Autores: Li, Yeping, ; Howe, Roger E., ; Lewis, W. James, ; Madden, James J., Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2021 Número de páginas: XVII, 298 p. 61 ilustraciones, 28 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-68956-8 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 Ciencias sociales Docente Educación Matemática Matemáticas en Humanidades y Ciencias Sociales Enseñanza y formación docente Clasificación: 510.71 Resumen: La necesidad de mejorar la competencia matemática de los maestros de primaria es bien conocida y ha sido de interés para los educadores e investigadores de los Estados Unidos y de muchos otros paÃses desde hace mucho tiempo. Pero las competencias especÃficas que necesitan los maestros de primaria y el proceso de desarrollarlas y mejorarlas siguen siendo sólo parcialmente conceptualizadas y no bien validadas empÃricamente. Para mejorar esta situación, se organizaron talleres nacionales en la Universidad Texas A&M para generar debates centrados en este importante tema, con la participación de matemáticos, educadores de matemáticas y maestros. Developing Mathematical Proficiency for Elementary Instruction es una colección de artÃculos que surgieron de esos emocionantes intercambios interdisciplinarios. Developing Mathematical Proficiency for Elementary Instruction está organizado para investigar los aspectos especÃficos de la competencia matemática que son importantes para los maestros de primaria durante dos etapas profesionales separadas pero interconectadas: como maestros en servicio en un programa de preparación y como maestros en servicio que enseñan matemáticas en las aulas de primaria. A partir de esta rica e inspiradora colección, los lectores pueden comprender mejor, y posiblemente repensar, sus propias prácticas e investigaciones para empoderar a los maestros de primaria matemática y pedagógicamente, como educadores o investigadores. Nota de contenido: Part 1 Introduction -- Developing Mathematical Proficiency for Elementary Instruction: An Introduction -- Part 2 Mathematical Training for Pre Service Elementary School Teachers -- Towards a Thinking-Oriented Training in Mathematics for Elementary School Teachers -- The Missing Element for Teachers: Learning What Mathematics Is -- The Elementary Mathematics Project: Supporting Pre-Service Teachers' Content Knowledge for Teaching Mathematics -- Mathematics and Mathematics Education at the University of Nebraska-Lincoln: Partnering to Implement Core Practices in Elementary Teacher Preparation -- Focusing on Mathematical Structure and Sense-Making in Courses for Future Teachers -- The Work of Coaching in Rehearsals to Enlist Mathematical Knowledge for Teaching -- How Do I Know I Learned Something? Reflecting on Learning by Using Video-Recorded Interviews to Battle Hindsight ("I-knew-it-all-along") Bias -- Part 3 Professional Development in Mathematics for In-Service Elementary School Teachers -- Mathematics in the Yale Teachers Institute -- Sustainable, Scalable Professional Development in Early Mathematics: Strategies, Evaluation, and Tools -- Inservice Mathematics Professional Development: The Hard Work of Learning Mathematics. Tipo de medio : Computadora Summary : The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not well validated empirically. To improve this situation, national workshops were organized at Texas A&M University to generate focused discussions about this important topic, with participation of mathematicians, mathematics educators and teachers. Developing Mathematical Proficiency for Elementary Instruction is a collection of articles that grew out of those exciting cross-disciplinary exchanges. Developing Mathematical Proficiency for Elementary Instruction is organized to probe the specifics of mathematical proficiency that are important to elementary teachers during two separate but inter-connected professional stages: as pre-service teachers in a preparation program, and as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring collection, readers may better understand, and possibly rethink, their own practices and research in empowering elementary teachers mathematically and pedagogically, as educators or researchers. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Developing Mathematical Proficiency for Elementary Instruction [documento electrónico] / Li, Yeping, ; Howe, Roger E., ; Lewis, W. James, ; Madden, James J., . - 1 ed. . - [s.l.] : Springer, 2021 . - XVII, 298 p. 61 ilustraciones, 28 ilustraciones en color.
ISBN : 978-3-030-68956-8
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 Ciencias sociales Docente Educación Matemática Matemáticas en Humanidades y Ciencias Sociales Enseñanza y formación docente Clasificación: 510.71 Resumen: La necesidad de mejorar la competencia matemática de los maestros de primaria es bien conocida y ha sido de interés para los educadores e investigadores de los Estados Unidos y de muchos otros paÃses desde hace mucho tiempo. Pero las competencias especÃficas que necesitan los maestros de primaria y el proceso de desarrollarlas y mejorarlas siguen siendo sólo parcialmente conceptualizadas y no bien validadas empÃricamente. Para mejorar esta situación, se organizaron talleres nacionales en la Universidad Texas A&M para generar debates centrados en este importante tema, con la participación de matemáticos, educadores de matemáticas y maestros. Developing Mathematical Proficiency for Elementary Instruction es una colección de artÃculos que surgieron de esos emocionantes intercambios interdisciplinarios. Developing Mathematical Proficiency for Elementary Instruction está organizado para investigar los aspectos especÃficos de la competencia matemática que son importantes para los maestros de primaria durante dos etapas profesionales separadas pero interconectadas: como maestros en servicio en un programa de preparación y como maestros en servicio que enseñan matemáticas en las aulas de primaria. A partir de esta rica e inspiradora colección, los lectores pueden comprender mejor, y posiblemente repensar, sus propias prácticas e investigaciones para empoderar a los maestros de primaria matemática y pedagógicamente, como educadores o investigadores. Nota de contenido: Part 1 Introduction -- Developing Mathematical Proficiency for Elementary Instruction: An Introduction -- Part 2 Mathematical Training for Pre Service Elementary School Teachers -- Towards a Thinking-Oriented Training in Mathematics for Elementary School Teachers -- The Missing Element for Teachers: Learning What Mathematics Is -- The Elementary Mathematics Project: Supporting Pre-Service Teachers' Content Knowledge for Teaching Mathematics -- Mathematics and Mathematics Education at the University of Nebraska-Lincoln: Partnering to Implement Core Practices in Elementary Teacher Preparation -- Focusing on Mathematical Structure and Sense-Making in Courses for Future Teachers -- The Work of Coaching in Rehearsals to Enlist Mathematical Knowledge for Teaching -- How Do I Know I Learned Something? Reflecting on Learning by Using Video-Recorded Interviews to Battle Hindsight ("I-knew-it-all-along") Bias -- Part 3 Professional Development in Mathematics for In-Service Elementary School Teachers -- Mathematics in the Yale Teachers Institute -- Sustainable, Scalable Professional Development in Early Mathematics: Strategies, Evaluation, and Tools -- Inservice Mathematics Professional Development: The Hard Work of Learning Mathematics. Tipo de medio : Computadora Summary : The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not well validated empirically. To improve this situation, national workshops were organized at Texas A&M University to generate focused discussions about this important topic, with participation of mathematicians, mathematics educators and teachers. Developing Mathematical Proficiency for Elementary Instruction is a collection of articles that grew out of those exciting cross-disciplinary exchanges. Developing Mathematical Proficiency for Elementary Instruction is organized to probe the specifics of mathematical proficiency that are important to elementary teachers during two separate but inter-connected professional stages: as pre-service teachers in a preparation program, and as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring collection, readers may better understand, and possibly rethink, their own practices and research in empowering elementary teachers mathematically and pedagogically, as educators or researchers. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : How Chinese Teach Mathematics and Improve Teaching Tipo de documento: documento electrónico Autores: Li, Yeping ; Huang, Rongjin Editorial: Taylor & Francis Group Fecha de publicación: 2012 Número de páginas: 1 online resource (xvii, 244 pages) : Il.: illustration ISBN/ISSN/DL: 978-1-136-27356-8 Palabras clave: Mathematics Study and teaching China. Education China. Clasificación: 510.71/051 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/133720 How Chinese Teach Mathematics and Improve Teaching [documento electrónico] / Li, Yeping ; Huang, Rongjin . - Taylor & Francis Group, 2012 . - 1 online resource (xvii, 244 pages) : : illustration.
ISBN : 978-1-136-27356-8
Palabras clave: Mathematics Study and teaching China. Education China. Clasificación: 510.71/051 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/133720
TÃtulo : Integrated Approaches to STEM Education : An International Perspective Tipo de documento: documento electrónico Autores: Anderson, Judy, ; Li, Yeping, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2020 Número de páginas: XIII, 575 p. 74 ilustraciones, 45 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-52229-2 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 en Humanidades y Ciencias Sociales Enseñanza de las matemáticas Educación en ingenierÃa y tecnologÃa Matemáticas Ciencia Enseñanza de las ciencias Ciencias sociales Enseñanza técnica Clasificación: 510.71 Resumen: Este libro proporciona una plataforma para que académicos internacionales compartan evidencia de prácticas efectivas en la educación STEM integrada y contribuye al conocimiento teórico y práctico adquirido a partir de la diversidad de enfoques. Muchas publicaciones sobre educación STEM se centran en una o dos de las disciplinas STEM separadas sin considerar el potencial para impartir un plan de estudios STEM como un enfoque integrado. Esta publicación analiza la eficacia de un currÃculo e instrucción STEM integrados, proporcionando evidencia para examinar y respaldar diversas integraciones. El volumen se centra en los problemas vistos por los académicos que trabajan en los campos de la ciencia, la tecnologÃa, la ingenierÃa y las matemáticas (STEM) y proporciona resultados de investigación valiosos y de alta calidad y un conjunto de prácticas valiosas que han demostrado su uso y viabilidad para mejorar la calidad de la educación. educación STEM integrada. Nota de contenido: 1. Introduction; Judy Anderson and Yeping Li -- Section 1 Approaches to STEM Integration -- 2. STEM Education for the 21st Century; Russell Tytler -- 3. Facilitating STEM Integration through Design; Lyn English -- 4. A Review of Conceptions of Mathematics in Integrated STEM Education; Erin E. Baldinger, Sue Staats, Lesa M. Covington-Clarkson, Elena Gullickson, Fawnda Norman, and Bismark Akoto -- 5. What is the Role of Statistics in Integrating STEM Education? Jane Watson, Noleine Fitzallen, and Helen Chick -- 6. STEM and Numeracy in the Australian Curriculum; Anne Bennison and Vince Geiger -- 7. Investigating the epistemic nature of STEM: Analysis of curriculum documents from the USA using the Family Resemblance Approach; Wonyong Park, Jen-Yi Wu and Sibel Erduran -- 8. Using a proposed Integrated STEM Framework for Designing Lessons in the Singaporean Context; Tang Wee Teo, Aik-Ling Tan, & Kuang Wen Chan -- 9. Approaches to effecting an integrated STEM education in Southern Africa; Judah Makonye and Reuben Dlamini -- Section 2 Designing Integrated STEM Approaches for Students -- 10. Connecting mathematics and science in a US elementary classroom: Investigating computational thinking and the particle nature of matter through project based learning; Emily Miller, Samuel Severance and Joe Krajcik -- 11. Developing US elementary students' STEM practices and concepts in an after school integrated STEM project; Sasha Wang, Steve Swanson, Yuhui Ching, Youngkyun Baek, Dazhi Yang, and Bhaskar Chittoori -- 12. Student STEM beliefs in the UK: how they shift and are shaped by transdisciplinary projects; Karen Skilling -- 13. Climate change and students' critical competences: A Norwegian study; Lisa Steffensen -- 14. Incorporating Mathematical Thinking into High School STEM Physics - A CaseStudy in the USA; Israel Touitou and Joe Krajcik -- 15. The Next Generation of STEM Education in Asia: Collaborative curriculum design in Taiwan, Thailand and Vietnam; Chun-Yen Chang and Pei-Ling Lin -- 16. STEM skill assessment of student learning: An application for Adaptive Comparative Judgment; Scott R. Bartholomew and P. John Williams -- Section 3 Implementing Integrated STEM Approaches in Preservice Teacher Education -- 17. Missing Coherence in STEM Education: Creating Design Based Pedagogical Content Knowledge (DPCK) in Turkish Preservice education; Ibrahim Delan, Consuelo Morales and Joe Krajcik -- 18. Promoting a learning scenario for an integrated approach to STEM: prospective teachers' perspectives in Portugal; Ana Henriques, Hélia Oliveira, and Mónica Baptista -- 19. Increasing Pre-Service Teachers' Engagement with STEM Learning in Australia; Duncan Symons and Joanne Blannin -- Section 4 Implementing Integrated STEM Approaches in Teacher Professional Development -- 20. Designing and evaluating an integrated STEM professional development program for secondary and primary school teachers in Australia; Judy Anderson and Debbie Tully -- 21. Argumentation in primary grades STEM instruction: Examining teachers' beliefs and practices in the USA; AnnaMarie Conner, Barbara Crawford, Timothy Foutz, Roger B. Hill, David F. Jackson, ChanMin Kim, and Sidney A. Thompson -- 22. Integrated STEM Education in Virginia, USA: CodeVirginia K-5 Coaches Academy; Anita Crowder, Rebecca Dovi and David Naff -- 23. Promoting Integrated STEM Tasks in the Framework of Teachers' Professional Development in Portugal; Maria Cristina Costa, António Domingos and VÃtor Teodoro -- 24. Integrated STEM in Australian Public Schools: Opening up Possibilities for Classrooms and Effective Teacher Professional Development; Jane Hunter -- Section 5 Future Directions -- 25. If Integrated STEM Education is the Solution, how do we get there? Author to be identified. Tipo de medio : Computadora Summary : This book provides a platform for international scholars to share evidence for effective practices in integrated STEM education and contributes to the theoretical and practical knowledge gained from the diversity of approaches. Many publications on STEM education focus on one or two of the separate STEM disciplines without considering the potential for delivering STEM curriculum as an integrated approach. This publication analyzes the efficacy of an integrated STEM curriculum and instruction, providing evidence to examine and support various integrations. The volume focuses on the problems seen by academics working in the fields of science, technology, engineering and mathematics (STEM) and provides valuable, high quality research outcomes and a set of valued practices which have demonstrated their use and viability to improve the quality of integrated STEM education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Integrated Approaches to STEM Education : An International Perspective [documento electrónico] / Anderson, Judy, ; Li, Yeping, . - 1 ed. . - [s.l.] : Springer, 2020 . - XIII, 575 p. 74 ilustraciones, 45 ilustraciones en color.
ISBN : 978-3-030-52229-2
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 en Humanidades y Ciencias Sociales Enseñanza de las matemáticas Educación en ingenierÃa y tecnologÃa Matemáticas Ciencia Enseñanza de las ciencias Ciencias sociales Enseñanza técnica Clasificación: 510.71 Resumen: Este libro proporciona una plataforma para que académicos internacionales compartan evidencia de prácticas efectivas en la educación STEM integrada y contribuye al conocimiento teórico y práctico adquirido a partir de la diversidad de enfoques. Muchas publicaciones sobre educación STEM se centran en una o dos de las disciplinas STEM separadas sin considerar el potencial para impartir un plan de estudios STEM como un enfoque integrado. Esta publicación analiza la eficacia de un currÃculo e instrucción STEM integrados, proporcionando evidencia para examinar y respaldar diversas integraciones. El volumen se centra en los problemas vistos por los académicos que trabajan en los campos de la ciencia, la tecnologÃa, la ingenierÃa y las matemáticas (STEM) y proporciona resultados de investigación valiosos y de alta calidad y un conjunto de prácticas valiosas que han demostrado su uso y viabilidad para mejorar la calidad de la educación. educación STEM integrada. Nota de contenido: 1. Introduction; Judy Anderson and Yeping Li -- Section 1 Approaches to STEM Integration -- 2. STEM Education for the 21st Century; Russell Tytler -- 3. Facilitating STEM Integration through Design; Lyn English -- 4. A Review of Conceptions of Mathematics in Integrated STEM Education; Erin E. Baldinger, Sue Staats, Lesa M. Covington-Clarkson, Elena Gullickson, Fawnda Norman, and Bismark Akoto -- 5. What is the Role of Statistics in Integrating STEM Education? Jane Watson, Noleine Fitzallen, and Helen Chick -- 6. STEM and Numeracy in the Australian Curriculum; Anne Bennison and Vince Geiger -- 7. Investigating the epistemic nature of STEM: Analysis of curriculum documents from the USA using the Family Resemblance Approach; Wonyong Park, Jen-Yi Wu and Sibel Erduran -- 8. Using a proposed Integrated STEM Framework for Designing Lessons in the Singaporean Context; Tang Wee Teo, Aik-Ling Tan, & Kuang Wen Chan -- 9. Approaches to effecting an integrated STEM education in Southern Africa; Judah Makonye and Reuben Dlamini -- Section 2 Designing Integrated STEM Approaches for Students -- 10. Connecting mathematics and science in a US elementary classroom: Investigating computational thinking and the particle nature of matter through project based learning; Emily Miller, Samuel Severance and Joe Krajcik -- 11. Developing US elementary students' STEM practices and concepts in an after school integrated STEM project; Sasha Wang, Steve Swanson, Yuhui Ching, Youngkyun Baek, Dazhi Yang, and Bhaskar Chittoori -- 12. Student STEM beliefs in the UK: how they shift and are shaped by transdisciplinary projects; Karen Skilling -- 13. Climate change and students' critical competences: A Norwegian study; Lisa Steffensen -- 14. Incorporating Mathematical Thinking into High School STEM Physics - A CaseStudy in the USA; Israel Touitou and Joe Krajcik -- 15. The Next Generation of STEM Education in Asia: Collaborative curriculum design in Taiwan, Thailand and Vietnam; Chun-Yen Chang and Pei-Ling Lin -- 16. STEM skill assessment of student learning: An application for Adaptive Comparative Judgment; Scott R. Bartholomew and P. John Williams -- Section 3 Implementing Integrated STEM Approaches in Preservice Teacher Education -- 17. Missing Coherence in STEM Education: Creating Design Based Pedagogical Content Knowledge (DPCK) in Turkish Preservice education; Ibrahim Delan, Consuelo Morales and Joe Krajcik -- 18. Promoting a learning scenario for an integrated approach to STEM: prospective teachers' perspectives in Portugal; Ana Henriques, Hélia Oliveira, and Mónica Baptista -- 19. Increasing Pre-Service Teachers' Engagement with STEM Learning in Australia; Duncan Symons and Joanne Blannin -- Section 4 Implementing Integrated STEM Approaches in Teacher Professional Development -- 20. Designing and evaluating an integrated STEM professional development program for secondary and primary school teachers in Australia; Judy Anderson and Debbie Tully -- 21. Argumentation in primary grades STEM instruction: Examining teachers' beliefs and practices in the USA; AnnaMarie Conner, Barbara Crawford, Timothy Foutz, Roger B. Hill, David F. Jackson, ChanMin Kim, and Sidney A. Thompson -- 22. Integrated STEM Education in Virginia, USA: CodeVirginia K-5 Coaches Academy; Anita Crowder, Rebecca Dovi and David Naff -- 23. Promoting Integrated STEM Tasks in the Framework of Teachers' Professional Development in Portugal; Maria Cristina Costa, António Domingos and VÃtor Teodoro -- 24. Integrated STEM in Australian Public Schools: Opening up Possibilities for Classrooms and Effective Teacher Professional Development; Jane Hunter -- Section 5 Future Directions -- 25. If Integrated STEM Education is the Solution, how do we get there? Author to be identified. Tipo de medio : Computadora Summary : This book provides a platform for international scholars to share evidence for effective practices in integrated STEM education and contributes to the theoretical and practical knowledge gained from the diversity of approaches. Many publications on STEM education focus on one or two of the separate STEM disciplines without considering the potential for delivering STEM curriculum as an integrated approach. This publication analyzes the efficacy of an integrated STEM curriculum and instruction, providing evidence to examine and support various integrations. The volume focuses on the problems seen by academics working in the fields of science, technology, engineering and mathematics (STEM) and provides valuable, high quality research outcomes and a set of valued practices which have demonstrated their use and viability to improve the quality of integrated STEM education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Mathematics Matters in Education : Essays in Honor of Roger E. Howe Tipo de documento: documento electrónico Autores: Li, Yeping, ; Lewis, W. James, ; Madden, James J., Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: VIII, 303 p. 52 ilustraciones, 36 ilustraciones en color. ISBN/ISSN/DL: 978-3-319-61434-2 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 Educación Matemática Clasificación: 510.71 Resumen: Este libro está inspirado en las contribuciones de Roger E. Howe a las comunidades internacionales de matemáticas y educación matemática. Reconocido por sus contribuciones de investigación en los campos de la teorÃa de la representación, las formas automórficas, el análisis armónico y la teorÃa invariante, el Dr. Howe también ha profundizado fundamentalmente nuestra comprensión de las matemáticas enseñadas en los primeros grados de la escuela y ha desafiado y estimulado a los matemáticos y educadores matemáticos a trabajar juntos para examinar esta parte del universo matemático de manera más crÃtica y de nuevas maneras imaginativas. Este volumen ayudará a resumir y resaltar las contribuciones de Howe a varias áreas temáticas de la educación matemática, demostrando la posibilidad y la importancia de involucrar a los matemáticos en investigaciones de alto impacto en la educación matemática y mostrando la importancia de la colaboración y el intercambio interdisciplinarios. Nota de contenido: Part I. Introduction -- Chapter 1.Introduction -- Chapter 2.About Roger E. Howe and his contributions to mathematics education -- Chapter 3.Cultural knowledge for teaching mathematics -- Part II. Knowing and Connecting Mathematics in Teaching and Teacher Education -- Chapter 4.The content knowledge mathematics teachers need -- Chapter 5.Knowing ratio and proportion for teaching -- Chapter 6.How future teachers reasoned with variable parts and strip diagrams to develop equations for proportional relationships and lines -- Chapter 7.Giving reason and giving purpose -- Chapter 8.Who are the experts? -- Part III. Identifying and Structuring Core Ideas and Practices in K-12 Mathematics Curriculum -- Chapter 9.Building on Howe's three pillars in Kindergarten to Grade 6 classrooms -- Chapter 10.Is the real number line something to be built, or occupied? -- Chapter 11.What content knowledge should we expect in mathematics education? -- Chapter 12. Approaching Euclidean geometry through transformations -- Chapter 13.Curricular coherence in mathematics -- Part IV. Supporting and Engaging Mathematicians in K-12 Education -- Chapter 14.Attracting and supporting mathematicians for the mathematical education of teachers -- Chapter 15.The contributions of mathematics faculty to K-12 education: A department chair's perspective (mathematicians in K-12 education) -- Chapter 16.Supporting education and outreach in a research mathematics department.  . Tipo de medio : Computadora Summary : This book is inspired by Roger E. Howe's contributions to the international communities of mathematics and mathematics education. Renowned for his research contributions in the fields of representation theory, automorphic forms, harmonic analysis, and invariant theory, Dr. Howe has also fundamentally deepened our understanding of the mathematics taught in the early school grades and has challenged and stimulated mathematicians and mathematics educators to work together to examine this part of the mathematical universe more critically and in imaginative new ways. This volume will help summarize and highlight Howe's contributions to several topic areas in mathematics education, demonstrating the possibility and importance of engaging mathematicians in high-impact research in mathematics education, and showcasing the importance of cross-disciplinary collaboration and exchange. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Mathematics Matters in Education : Essays in Honor of Roger E. Howe [documento electrónico] / Li, Yeping, ; Lewis, W. James, ; Madden, James J., . - 1 ed. . - [s.l.] : Springer, 2018 . - VIII, 303 p. 52 ilustraciones, 36 ilustraciones en color.
ISBN : 978-3-319-61434-2
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 Educación Matemática Clasificación: 510.71 Resumen: Este libro está inspirado en las contribuciones de Roger E. Howe a las comunidades internacionales de matemáticas y educación matemática. Reconocido por sus contribuciones de investigación en los campos de la teorÃa de la representación, las formas automórficas, el análisis armónico y la teorÃa invariante, el Dr. Howe también ha profundizado fundamentalmente nuestra comprensión de las matemáticas enseñadas en los primeros grados de la escuela y ha desafiado y estimulado a los matemáticos y educadores matemáticos a trabajar juntos para examinar esta parte del universo matemático de manera más crÃtica y de nuevas maneras imaginativas. Este volumen ayudará a resumir y resaltar las contribuciones de Howe a varias áreas temáticas de la educación matemática, demostrando la posibilidad y la importancia de involucrar a los matemáticos en investigaciones de alto impacto en la educación matemática y mostrando la importancia de la colaboración y el intercambio interdisciplinarios. Nota de contenido: Part I. Introduction -- Chapter 1.Introduction -- Chapter 2.About Roger E. Howe and his contributions to mathematics education -- Chapter 3.Cultural knowledge for teaching mathematics -- Part II. Knowing and Connecting Mathematics in Teaching and Teacher Education -- Chapter 4.The content knowledge mathematics teachers need -- Chapter 5.Knowing ratio and proportion for teaching -- Chapter 6.How future teachers reasoned with variable parts and strip diagrams to develop equations for proportional relationships and lines -- Chapter 7.Giving reason and giving purpose -- Chapter 8.Who are the experts? -- Part III. Identifying and Structuring Core Ideas and Practices in K-12 Mathematics Curriculum -- Chapter 9.Building on Howe's three pillars in Kindergarten to Grade 6 classrooms -- Chapter 10.Is the real number line something to be built, or occupied? -- Chapter 11.What content knowledge should we expect in mathematics education? -- Chapter 12. Approaching Euclidean geometry through transformations -- Chapter 13.Curricular coherence in mathematics -- Part IV. Supporting and Engaging Mathematicians in K-12 Education -- Chapter 14.Attracting and supporting mathematicians for the mathematical education of teachers -- Chapter 15.The contributions of mathematics faculty to K-12 education: A department chair's perspective (mathematicians in K-12 education) -- Chapter 16.Supporting education and outreach in a research mathematics department.  . Tipo de medio : Computadora Summary : This book is inspired by Roger E. Howe's contributions to the international communities of mathematics and mathematics education. Renowned for his research contributions in the fields of representation theory, automorphic forms, harmonic analysis, and invariant theory, Dr. Howe has also fundamentally deepened our understanding of the mathematics taught in the early school grades and has challenged and stimulated mathematicians and mathematics educators to work together to examine this part of the mathematical universe more critically and in imaginative new ways. This volume will help summarize and highlight Howe's contributions to several topic areas in mathematics education, demonstrating the possibility and importance of engaging mathematicians in high-impact research in mathematics education, and showcasing the importance of cross-disciplinary collaboration and exchange. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Teaching and Learning Mathematics through Variation : Confucian Heritage Meets Western Theories Tipo de documento: documento electrónico Autores: Huang, Rongjin, ; Li, Yeping, Mención de edición: 1 ed. Editorial: Rotterdam : SensePublishers Fecha de publicación: 2017 Número de páginas: XVI, 460 p. ISBN/ISSN/DL: 978-94-6300-782-5 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: Educación Clasificación: 370 Educación (generalidades)
Resumen: Los esfuerzos para mejorar la enseñanza y el aprendizaje de las matemáticas a nivel mundial han llevado a un interés cada vez mayor en la búsqueda de enfoques de instrucción alternativos y efectivos de otros. Los estudiantes de Asia Oriental, como China y Japón, han superado consistentemente a sus homólogos de Occidente. Sin embargo, La práctica de la enseñanza Bianshi (enseñanza con variación), que se ha utilizado comúnmente en la práctica en China, apenas ha sido compartida en la comunidad de educación matemática a nivel internacional. Este libro está dedicado a teorizar la práctica de enseñanza matemática china, la enseñanza Bianshi, que ha demostrado su efectividad. durante más de medio siglo; examinando su uso sistemático en la instrucción en el aula, los libros de texto y el desarrollo profesional docente en China y mostrando la adaptación de la pedagogÃa de variación en sistemas educativos seleccionados, incluidos Israel, Japón, Suecia y Estados Unidos; contribuciones no solo para desarrollar teorÃas sobre la enseñanza y el aprendizaje de las matemáticas a través de la variación, sino también para proporcionar vÃas para poner la teorÃa de la variación en acción en un contexto internacional. "Este libro presenta una imagen ricamente detallada y elaborada tanto de la enseñanza de las matemáticas como del aprendizaje de la enseñanza de las matemáticas con variación. La enseñanza con variación y la variación como teorÃa del aprendizaje se reúnen para ser teorizadas y ejemplificadas a través del análisis de la enseñanza en una amplia variedad de aulas. y dirigido tanto al contenido como a los procesos del pensamiento matemático. Muy recomendable." – Kaye Stacey, Profesora Emérita de Educación Matemática, Universidad de Melbourne, Australia "Muchos profesores en Inglaterra están entusiasmados con el concepto de enseñar con variación y diseñar ejercicios de variación para apoyar el dominio de las matemáticas de sus alumnos. Sin embargo, comprender plenamente y dominar su uso lleva tiempo. Este libro proporciona un recurso valioso para profundizar la comprensión a través de las experiencias de otros maestros compartidas en el libro y las reflexiones profundas de quienes han investigado esta importante área: Debbie Morgan, Directora de Matemáticas Primarias, Centro Nacional para la Excelencia. en la Enseñanza de las Matemáticas, Reino Unido". Nota de contenido: Foreword -- Acknowledgements -- Part I: Theoretical Perspectives -- Introduction -- Theory and Development of Teaching through Variation in Mathematics in China -- 'Bianshi' and the Variation Theory of Learning: Illustrating Two Frameworks of Variation and Invariance in the Teaching of Mathematics -- Variation in Tool-Based Mathematics Pedagogy: The Case of Dynamic Virtual Tool -- Pedagogy of Variations: Synthesis of Various Notions of Variation Pedagogy -- Part II: Variation as a Pedagogical Perspective for Classroom Instruction in China -- Introduction -- Characteristics of Teaching Mathematical Problem Solving in China: Analysis of a Lesson from the Perspective of Variation -- Teaching the Formula of Perfect Square through Bianshi Teaching -- Teaching Geometrical Concepts through Variation: A Case Study of a Shanghai Lesson -- Teaching Geometry Review Lesson through Variation: A Case Study -- Teaching Algebra through Variations: Contrast, Generalization, Fusion, and Separation -- Part III: The Pedagogical Perspective of Variations as a Principle for Curriculum Development and Teacher Professional Development in China -- Introduction: "The Lesson Plan is Only the Teacher's Hypothesis of Students' Learning" -- Strategies for Using Variation Tasks in Selected Mathematics Textbooks in China -- An Expert Teacher's Use of Teaching with Variation to Support a Junior Mathematics Teacher's Professional Learning -- Teaching and Learning Mathematics through Variation in Lesson Study -- Part IV: Use of the Pedagogy of Variation Around the World -- Introduction: Putting Variation Theory to Work -- Improving Teaching through Variation: A Japanese Perspective -- Developing Algebraic Reasoning through Variation in the U.S. -- Using Variation of Multiplicity in Highlighting Critical Aspects of Multiple Solution Tasks and Modeling Tasks -- Learningto Teach with Variation: Experiences from Learning Study in Sweden -- Part V: Commentary and Conclusion -- Teaching through Variation: An Asian Perspective – Is the Variation Theory of Learning Varying? -- Teaching through Variation: A European Perspective -- Issues in Variation Theory and How It Could Inform Pedagogical Choices -- About the Authors -- Subject Index. Tipo de medio : Computadora Summary : "Efforts to improve mathematics teaching and learning globally have led to the ever-increasing interest in searching for alternative and effective instructional approaches from others. Students from East Asia, such as China and Japan, have consistently outperformed their counterparts in the West. Yet, Bianshi Teaching (teaching with variation) practice, which has been commonly used in practice in China, has been hardly shared in the mathematics education community internationally. This book is devoted to theorizing the Chinese mathematical teaching practice, Bianshi teaching, that has demonstrated its effectiveness over half a century; examining its systematic use in classroom instruction, textbooks, and teacher professional development in China; and showcasing of the adaptation of the variation pedagogy in selected education systems including Israel, Japan, Sweden and the US. This book has made significant contributions to not only developing the theories on teaching and learning mathematics through variation, but also providing pathways to putting the variation theory into action in an international context. "This book paints a richly detailed and elaborated picture of both teaching mathematics and learning to teach mathematics with variation. Teaching with variation and variation as a theory of learning are brought together to be theorized and exemplified through analysis of teaching in a wide variety of classrooms and targeting both the content and processes of mathematical thinking. Highly recommended." – Kaye Stacey, Emeritus Professor of Mathematics Education, University of Melbourne, Australia "Many teachers in England are excited by the concept of teaching with variation and devising variation exercises to support their pupils' mastery of mathematics. However, fully understanding and becoming proficient in its use takes time. This book provides a valuable resource to deepen understanding through the experiences of other teachers shared within the book and the insightful reflections of those who have researched this important area. – Debbie Morgan, Director for Primary Mathematics, National Centre for Excellence in the Teaching of Mathematics, United Kingdom". Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Teaching and Learning Mathematics through Variation : Confucian Heritage Meets Western Theories [documento electrónico] / Huang, Rongjin, ; Li, Yeping, . - 1 ed. . - Rotterdam : SensePublishers, 2017 . - XVI, 460 p.
ISBN : 978-94-6300-782-5
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: Educación Clasificación: 370 Educación (generalidades)
Resumen: Los esfuerzos para mejorar la enseñanza y el aprendizaje de las matemáticas a nivel mundial han llevado a un interés cada vez mayor en la búsqueda de enfoques de instrucción alternativos y efectivos de otros. Los estudiantes de Asia Oriental, como China y Japón, han superado consistentemente a sus homólogos de Occidente. Sin embargo, La práctica de la enseñanza Bianshi (enseñanza con variación), que se ha utilizado comúnmente en la práctica en China, apenas ha sido compartida en la comunidad de educación matemática a nivel internacional. Este libro está dedicado a teorizar la práctica de enseñanza matemática china, la enseñanza Bianshi, que ha demostrado su efectividad. durante más de medio siglo; examinando su uso sistemático en la instrucción en el aula, los libros de texto y el desarrollo profesional docente en China y mostrando la adaptación de la pedagogÃa de variación en sistemas educativos seleccionados, incluidos Israel, Japón, Suecia y Estados Unidos; contribuciones no solo para desarrollar teorÃas sobre la enseñanza y el aprendizaje de las matemáticas a través de la variación, sino también para proporcionar vÃas para poner la teorÃa de la variación en acción en un contexto internacional. "Este libro presenta una imagen ricamente detallada y elaborada tanto de la enseñanza de las matemáticas como del aprendizaje de la enseñanza de las matemáticas con variación. La enseñanza con variación y la variación como teorÃa del aprendizaje se reúnen para ser teorizadas y ejemplificadas a través del análisis de la enseñanza en una amplia variedad de aulas. y dirigido tanto al contenido como a los procesos del pensamiento matemático. Muy recomendable." – Kaye Stacey, Profesora Emérita de Educación Matemática, Universidad de Melbourne, Australia "Muchos profesores en Inglaterra están entusiasmados con el concepto de enseñar con variación y diseñar ejercicios de variación para apoyar el dominio de las matemáticas de sus alumnos. Sin embargo, comprender plenamente y dominar su uso lleva tiempo. Este libro proporciona un recurso valioso para profundizar la comprensión a través de las experiencias de otros maestros compartidas en el libro y las reflexiones profundas de quienes han investigado esta importante área: Debbie Morgan, Directora de Matemáticas Primarias, Centro Nacional para la Excelencia. en la Enseñanza de las Matemáticas, Reino Unido". Nota de contenido: Foreword -- Acknowledgements -- Part I: Theoretical Perspectives -- Introduction -- Theory and Development of Teaching through Variation in Mathematics in China -- 'Bianshi' and the Variation Theory of Learning: Illustrating Two Frameworks of Variation and Invariance in the Teaching of Mathematics -- Variation in Tool-Based Mathematics Pedagogy: The Case of Dynamic Virtual Tool -- Pedagogy of Variations: Synthesis of Various Notions of Variation Pedagogy -- Part II: Variation as a Pedagogical Perspective for Classroom Instruction in China -- Introduction -- Characteristics of Teaching Mathematical Problem Solving in China: Analysis of a Lesson from the Perspective of Variation -- Teaching the Formula of Perfect Square through Bianshi Teaching -- Teaching Geometrical Concepts through Variation: A Case Study of a Shanghai Lesson -- Teaching Geometry Review Lesson through Variation: A Case Study -- Teaching Algebra through Variations: Contrast, Generalization, Fusion, and Separation -- Part III: The Pedagogical Perspective of Variations as a Principle for Curriculum Development and Teacher Professional Development in China -- Introduction: "The Lesson Plan is Only the Teacher's Hypothesis of Students' Learning" -- Strategies for Using Variation Tasks in Selected Mathematics Textbooks in China -- An Expert Teacher's Use of Teaching with Variation to Support a Junior Mathematics Teacher's Professional Learning -- Teaching and Learning Mathematics through Variation in Lesson Study -- Part IV: Use of the Pedagogy of Variation Around the World -- Introduction: Putting Variation Theory to Work -- Improving Teaching through Variation: A Japanese Perspective -- Developing Algebraic Reasoning through Variation in the U.S. -- Using Variation of Multiplicity in Highlighting Critical Aspects of Multiple Solution Tasks and Modeling Tasks -- Learningto Teach with Variation: Experiences from Learning Study in Sweden -- Part V: Commentary and Conclusion -- Teaching through Variation: An Asian Perspective – Is the Variation Theory of Learning Varying? -- Teaching through Variation: A European Perspective -- Issues in Variation Theory and How It Could Inform Pedagogical Choices -- About the Authors -- Subject Index. Tipo de medio : Computadora Summary : "Efforts to improve mathematics teaching and learning globally have led to the ever-increasing interest in searching for alternative and effective instructional approaches from others. Students from East Asia, such as China and Japan, have consistently outperformed their counterparts in the West. Yet, Bianshi Teaching (teaching with variation) practice, which has been commonly used in practice in China, has been hardly shared in the mathematics education community internationally. This book is devoted to theorizing the Chinese mathematical teaching practice, Bianshi teaching, that has demonstrated its effectiveness over half a century; examining its systematic use in classroom instruction, textbooks, and teacher professional development in China; and showcasing of the adaptation of the variation pedagogy in selected education systems including Israel, Japan, Sweden and the US. This book has made significant contributions to not only developing the theories on teaching and learning mathematics through variation, but also providing pathways to putting the variation theory into action in an international context. "This book paints a richly detailed and elaborated picture of both teaching mathematics and learning to teach mathematics with variation. Teaching with variation and variation as a theory of learning are brought together to be theorized and exemplified through analysis of teaching in a wide variety of classrooms and targeting both the content and processes of mathematical thinking. Highly recommended." – Kaye Stacey, Emeritus Professor of Mathematics Education, University of Melbourne, Australia "Many teachers in England are excited by the concept of teaching with variation and devising variation exercises to support their pupils' mastery of mathematics. However, fully understanding and becoming proficient in its use takes time. This book provides a valuable resource to deepen understanding through the experiences of other teachers shared within the book and the insightful reflections of those who have researched this important area. – Debbie Morgan, Director for Primary Mathematics, National Centre for Excellence in the Teaching of Mathematics, United Kingdom". Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
