Compendium for Early Career Researchers in Mathematics Education / Kaiser, Gabriele ; Presmeg, Norma  

Público ISBD Ningún comentario para este título. Título : Compendium for Early Career Researchers in Mathematics Education Tipo de documento: documento electrónico Autores: Kaiser, Gabriele, ; Presmeg, Norma, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2019 Número de páginas: XIV, 532 p. 100 ilustraciones, 39 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-15636-7 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  Caligrafía  Investigación  Educación Matemática  Métodos de investigación en educación  Habilidades de escritura  Habilidades de investigación Clasificación: 510.71 Resumen: El propósito de este compendio de acceso abierto, escrito por investigadores experimentados en educación matemática, es servir como recurso para que los investigadores que inician su carrera puedan ampliar su conocimiento del estado del campo y difundir su investigación a través de publicaciones. Para lograr esto, el libro se divide en cuatro secciones: Métodos empíricos, Temas importantes en educación matemática, Escritura académica y publicaciones académicas, y una sección Mirando hacia el futuro. Los capítulos se basan en talleres que se presentaron en el Día del Investigador Temprano en su Carrera en el 13º Congreso Internacional sobre Educación Matemática (ICME-13). La combinación de presentaciones sobre enfoques metodológicos y perspectivas teóricas que configuran el campo de la investigación en educación matemática, así como el fuerte énfasis en la redacción y publicación académica, ofrecieron una visión sólida de las bases teóricas y empíricas de la investigación en educación matemática para los investigadores que inician su carrera en este campo. campo. Con base en estas presentaciones, el libro ofrece una visión general de vanguardia de teorías importantes de la educación matemática y la amplia variedad de enfoques empíricos actualmente ampliamente utilizados en la investigación en educación matemática. Este compendio ayuda a los investigadores que inician su carrera a seleccionar enfoques teóricos adecuados y adoptar los enfoques metodológicos más apropiados para su propia investigación. Además, ayuda a los investigadores que inician su carrera en educación matemática a evitar errores y problemas comunes al redactar sus investigaciones y les proporciona una visión general de las revistas más importantes para la investigación en educación matemática, ayudándoles a seleccionar el lugar adecuado para publicar y difundir. su trabajo. Nota de contenido: Section I: Empirical methods -- 1 Argumentation analyses for early career researchers. Christine Knipping and David Reid 10500 -- 2 Topic-specific design research: An introduction. Koeno Gravemeijer, Susanne Prediger 9990 -- 3 A naturalistic paradigm: An introduction to using ethnographic methods for research in mathematics education. Judit Moschkovich 9150 -- 4 An introduction to grounded theory with a special focus on axial coding and the coding paradigm. Maike Vollstedt and Sebastian Rezat 8900 -- 5 Interactional analysis: A method for analyzing mathematical learning processes in interaction. Marcus Schuette, Rachel-Ann Friesen, and Judith Jung 12750 -- 6 Planning and conducting mixed methods studies in mathematics education research. Nils Buchholtz 9750 -- 7 The research pentagon: A tool with which to think about research. Angelika Bikner 8700 -- 8 Qualitative text analysis: A systematic approach. Udo Kuckartz 6350 -- 9 The ontological grounding of three research projects in mathematics education employing video: Problematising video as data. Esther Chan, Carmel Mesiti, and David Clarke 7650 -- Section II: Important mathematics educational themes -- 10 Approaching proof in the classroom through the logic of inquiry. Ferdinando Arzarello and Carlotta Soldano 10200 -- 11 A friendly introduction to "Knowledge in Pieces": Modeling types of knowledge and their roles in learning. Andrea diSessa 9300 -- 12 Task design frameworks in mathematics education research: An example of a domain-specific frame for algebraic learning with technological tools. Carolyn Kieran 10800 -- 13 Gender and mathematics education: An overview. Gilah Leder 8700 -- 14 Theoretical aspects of mathematics education: Doing research in mathematics education: An argument for coherence. Stephen Lerman 7700 -- 15 The professional development of teachers of mathematics. Björn Schwarz and Gabriele Kaiser 7500 -- Section III: Academic writing and academic publishing -- IIIa Academic writing -- 16 Pleasure, power, and pitfalls of writing up mathematics education research. Norma Presmeg and Jeremy Kilpatrick 5200 -- 17 Scholarly writing. Helen Forgasz 5500 -- IIIb Description of major journals in mathematics education -- 18 Educational Studies in Mathematics (Merrilyn Goos) 5900 -- 19 For the Learning of Mathematics (David Reid and Richard Barwell) 5800 -- 20 International Journal of Science and Mathematics Education (Peter Liljedahl) 6300 + 2000 -- 21 Journal for Research in Mathematics Education (Jinfa Cai, Stephen Hwang, and Victoria Robison) 7200 -- 22 Journal of Mathematical Behavior (Carolyn Maher) 2900 -- 23 Journal of Mathematics Teacher Education (Despina Potari) 4900 -- 24 Mathematical Thinking and Learning (Lyn English) 5600 -- 25 ZDM Mathematics Education (Gabriele Kaiser) 6000 -- Section IV: Looking ahead -- 26 What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined: Alan Schoenfeld 6100 -- 27 If we want to get ahead, we should transcend dualisms and foster paradigm pluralism. Thorsten Scheiner 9500. Tipo de medio : Computadora Summary : The purpose of this Open Access compendium, written by experienced researchers in mathematics education, is to serve as a resource for early career researchers in furthering their knowledge of the state of the field and disseminating their research through publishing. To accomplish this, the book is split into four sections: Empirical Methods, Important Mathematics Education Themes, Academic Writing and Academic Publishing, and a section Looking Ahead. The chapters are based on workshops that were presented in the Early Career Researcher Day at the 13th International Congress on Mathematical Education (ICME-13). The combination of presentations on methodological approaches and theoretical perspectives shaping the field in mathematics education research, as well as the strong emphasis on academic writing and publishing, offered strong insight into the theoretical and empirical bases of research in mathematics education for early career researchers in this field. Based on these presentations, the book provides a state-of-the-art overview of important theories from mathematics education and the broad variety of empirical approaches currently widely used in mathematics education research. This compendium supports early career researchers in selecting adequate theoretical approaches and adopting the most appropriate methodological approaches for their own research. Furthermore, it helps early career researchers in mathematics education to avoid common pitfalls and problems while writing up their research and it provides them with an overview of the most important journals for research in mathematics education, helping them to select the right venue for publishing and disseminating their work. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Compendium for Early Career Researchers in Mathematics Education [documento electrónico] / Kaiser, Gabriele, ; Presmeg, Norma,  . -  1 ed.  . - [s.l.] : Springer, 2019 . - XIV, 532 p. 100 ilustraciones, 39 ilustraciones en color. ISBN : 978-3-030-15636-7 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  Caligrafía  Investigación  Educación Matemática  Métodos de investigación en educación  Habilidades de escritura  Habilidades de investigación Clasificación: 510.71 Resumen: El propósito de este compendio de acceso abierto, escrito por investigadores experimentados en educación matemática, es servir como recurso para que los investigadores que inician su carrera puedan ampliar su conocimiento del estado del campo y difundir su investigación a través de publicaciones. Para lograr esto, el libro se divide en cuatro secciones: Métodos empíricos, Temas importantes en educación matemática, Escritura académica y publicaciones académicas, y una sección Mirando hacia el futuro. Los capítulos se basan en talleres que se presentaron en el Día del Investigador Temprano en su Carrera en el 13º Congreso Internacional sobre Educación Matemática (ICME-13). La combinación de presentaciones sobre enfoques metodológicos y perspectivas teóricas que configuran el campo de la investigación en educación matemática, así como el fuerte énfasis en la redacción y publicación académica, ofrecieron una visión sólida de las bases teóricas y empíricas de la investigación en educación matemática para los investigadores que inician su carrera en este campo. campo. Con base en estas presentaciones, el libro ofrece una visión general de vanguardia de teorías importantes de la educación matemática y la amplia variedad de enfoques empíricos actualmente ampliamente utilizados en la investigación en educación matemática. Este compendio ayuda a los investigadores que inician su carrera a seleccionar enfoques teóricos adecuados y adoptar los enfoques metodológicos más apropiados para su propia investigación. Además, ayuda a los investigadores que inician su carrera en educación matemática a evitar errores y problemas comunes al redactar sus investigaciones y les proporciona una visión general de las revistas más importantes para la investigación en educación matemática, ayudándoles a seleccionar el lugar adecuado para publicar y difundir. su trabajo. Nota de contenido: Section I: Empirical methods -- 1 Argumentation analyses for early career researchers. Christine Knipping and David Reid 10500 -- 2 Topic-specific design research: An introduction. Koeno Gravemeijer, Susanne Prediger 9990 -- 3 A naturalistic paradigm: An introduction to using ethnographic methods for research in mathematics education. Judit Moschkovich 9150 -- 4 An introduction to grounded theory with a special focus on axial coding and the coding paradigm. Maike Vollstedt and Sebastian Rezat 8900 -- 5 Interactional analysis: A method for analyzing mathematical learning processes in interaction. Marcus Schuette, Rachel-Ann Friesen, and Judith Jung 12750 -- 6 Planning and conducting mixed methods studies in mathematics education research. Nils Buchholtz 9750 -- 7 The research pentagon: A tool with which to think about research. Angelika Bikner 8700 -- 8 Qualitative text analysis: A systematic approach. Udo Kuckartz 6350 -- 9 The ontological grounding of three research projects in mathematics education employing video: Problematising video as data. Esther Chan, Carmel Mesiti, and David Clarke 7650 -- Section II: Important mathematics educational themes -- 10 Approaching proof in the classroom through the logic of inquiry. Ferdinando Arzarello and Carlotta Soldano 10200 -- 11 A friendly introduction to "Knowledge in Pieces": Modeling types of knowledge and their roles in learning. Andrea diSessa 9300 -- 12 Task design frameworks in mathematics education research: An example of a domain-specific frame for algebraic learning with technological tools. Carolyn Kieran 10800 -- 13 Gender and mathematics education: An overview. Gilah Leder 8700 -- 14 Theoretical aspects of mathematics education: Doing research in mathematics education: An argument for coherence. Stephen Lerman 7700 -- 15 The professional development of teachers of mathematics. Björn Schwarz and Gabriele Kaiser 7500 -- Section III: Academic writing and academic publishing -- IIIa Academic writing -- 16 Pleasure, power, and pitfalls of writing up mathematics education research. Norma Presmeg and Jeremy Kilpatrick 5200 -- 17 Scholarly writing. Helen Forgasz 5500 -- IIIb Description of major journals in mathematics education -- 18 Educational Studies in Mathematics (Merrilyn Goos) 5900 -- 19 For the Learning of Mathematics (David Reid and Richard Barwell) 5800 -- 20 International Journal of Science and Mathematics Education (Peter Liljedahl) 6300 + 2000 -- 21 Journal for Research in Mathematics Education (Jinfa Cai, Stephen Hwang, and Victoria Robison) 7200 -- 22 Journal of Mathematical Behavior (Carolyn Maher) 2900 -- 23 Journal of Mathematics Teacher Education (Despina Potari) 4900 -- 24 Mathematical Thinking and Learning (Lyn English) 5600 -- 25 ZDM Mathematics Education (Gabriele Kaiser) 6000 -- Section IV: Looking ahead -- 26 What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined: Alan Schoenfeld 6100 -- 27 If we want to get ahead, we should transcend dualisms and foster paradigm pluralism. Thorsten Scheiner 9500. Tipo de medio : Computadora Summary : The purpose of this Open Access compendium, written by experienced researchers in mathematics education, is to serve as a resource for early career researchers in furthering their knowledge of the state of the field and disseminating their research through publishing. To accomplish this, the book is split into four sections: Empirical Methods, Important Mathematics Education Themes, Academic Writing and Academic Publishing, and a section Looking Ahead. The chapters are based on workshops that were presented in the Early Career Researcher Day at the 13th International Congress on Mathematical Education (ICME-13). The combination of presentations on methodological approaches and theoretical perspectives shaping the field in mathematics education research, as well as the strong emphasis on academic writing and publishing, offered strong insight into the theoretical and empirical bases of research in mathematics education for early career researchers in this field. Based on these presentations, the book provides a state-of-the-art overview of important theories from mathematics education and the broad variety of empirical approaches currently widely used in mathematics education research. This compendium supports early career researchers in selecting adequate theoretical approaches and adopting the most appropriate methodological approaches for their own research. Furthermore, it helps early career researchers in mathematics education to avoid common pitfalls and problems while writing up their research and it provides them with an overview of the most important journals for research in mathematics education, helping them to select the right venue for publishing and disseminating their work. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

Signs of Signification / Presmeg, Norma ; Radford, Luis ; Roth, Wolff-Michael ; Kadunz, Gert  

Público ISBD Ningún comentario para este título. Título : Signs of Signification : Semiotics in Mathematics Education Research Tipo de documento: documento electrónico Autores: Presmeg, Norma, ; Radford, Luis, ; Roth, Wolff-Michael, ; Kadunz, Gert, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: VIII, 372 p. 113 ilustraciones ISBN/ISSN/DL: 978-3-319-70287-2 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  Semiótica  Aprendizaje  Psicología de  Docente  Educación Matemática  Psicología Instruccional  Enseñanza y formación docente Clasificación: 510.71 Resumen: Este libro analiza un área importante de la investigación en educación matemática en las últimas dos décadas y presenta los tipos de teorías semióticas que se emplean en la educación matemática. Siguiendo el resumen de temas importantes presentados en el Estudio Temático, Semiótica en la Educación Matemática, este libro no sólo presenta a los lectores la semiótica como la ciencia de los signos, sino que también profundiza en los temas que se destacaron en el Estudio Temático. Además de una introducción y un capítulo de cierre, presenta 17 capítulos basados ​​en presentaciones del Grupo de Estudio del Tema 54 en el ICME-13 (13º Congreso Internacional sobre Educación Matemática). Los capítulos se dividen en cuatro secciones principales, cada una de las cuales tiene un enfoque distinto. Después de una breve introducción, cada sección comienza con uno o más capítulos de carácter teórico, seguidos de otros que resaltan la importancia y utilidad de la teoría relevante en la investigación empírica. Nota de contenido: Chapter 1. Introduction. The editors -- Section 1: Sociocultural perspectives on semiosis -- Chapter 1. Introduction to Section 1 -- Chapter 2. Semiosis and subjectification: The classroom constitution of mathematical objects -- Chapter 3. Birth of signs: A (Spinozist-Marxian) materialist approach -- Chapter 4. Relating computational Cartesian graphs to a real motion: An analysis of high school students' activity -- Chapter 5. Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching-learning process -- Chapter 6. Attention catching: Connecting the space of joint action and togethering -- Section 2: Language and text orientations -- Introduction to Section 2 -- Chapter 7.  A matter of translation -- Chapter 8. Using social semiotics to explore institutional assumptions about mathematics students and teachers -- Chapter 9. Semiotics, epistemology, and mathematics -- Chapter 10. A semiotic-conceptual analysis of conceptual development in learningmathematics -- Section 3: Peircean semiotics, including semiotic chaining and representations -- Introduction to Section 3 -- Chapter 11. Adalira Sáenz-Ludlow: Iconicity and diagrammatic reasoning in meaning-making -- Chapter 12. Semiotic representations: A study of dynamic figural register -- Chapter 13. Progressive visualization tasks and semiotic chaining for mathematics teacher preparation: Towards a conceptual framework -- Chapter 14. Primary teachers' semiotics praxis: Windows into the handling of division tasks -- Section 4: Semiotic resources including gesturing and tools -- Introduction to Section 4 -- Chapter 15. Gradual change of perception: Signs, tools, and meaning-making of fractions -- Chapter 16. On the role of gestures for the descriptive analysis of 'Grundvorstellungen': A case of linear functions -- Chapter 17. Diagramming and gesturing during mathematizing: Kinesthetic and haptic interactions support mathematical ideation -- Chapter 18. Objectifying the inclusion relationshipof quadrilaterals in a synchronic-interactive and collaborative computer supported environment -- Chapter 19. Discussion and conclusions. Tipo de medio : Computadora Summary : This book discusses a significant area of mathematics education research in the last two decades and presents the types of semiotic theories that are employed in mathematics education. Following on the summary of significant issues presented in the Topical Survey, Semiotics in Mathematics Education, this book not only introduces readers to semiotics as the science of signs, but it also elaborates on issues that were highlighted in the Topical Survey. In addition to an introduction and a closing chapter, it presents 17 chapters based on presentations from Topic Study Group 54 at the ICME-13 (13th International Congress on Mathematical Education). The chapters are divided into four major sections, each of which has a distinct focus. After a brief introduction, each section starts with a chapter or chapters of a theoretical nature, followed by others that highlight the significance and usefulness of the relevant theory in empirical research. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Signs of Signification : Semiotics in Mathematics Education Research [documento electrónico] / Presmeg, Norma, ; Radford, Luis, ; Roth, Wolff-Michael, ; Kadunz, Gert,  . -  1 ed.  . - [s.l.] : Springer, 2018 . - VIII, 372 p. 113 ilustraciones. ISBN : 978-3-319-70287-2 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  Semiótica  Aprendizaje  Psicología de  Docente  Educación Matemática  Psicología Instruccional  Enseñanza y formación docente Clasificación: 510.71 Resumen: Este libro analiza un área importante de la investigación en educación matemática en las últimas dos décadas y presenta los tipos de teorías semióticas que se emplean en la educación matemática. Siguiendo el resumen de temas importantes presentados en el Estudio Temático, Semiótica en la Educación Matemática, este libro no sólo presenta a los lectores la semiótica como la ciencia de los signos, sino que también profundiza en los temas que se destacaron en el Estudio Temático. Además de una introducción y un capítulo de cierre, presenta 17 capítulos basados ​​en presentaciones del Grupo de Estudio del Tema 54 en el ICME-13 (13º Congreso Internacional sobre Educación Matemática). Los capítulos se dividen en cuatro secciones principales, cada una de las cuales tiene un enfoque distinto. Después de una breve introducción, cada sección comienza con uno o más capítulos de carácter teórico, seguidos de otros que resaltan la importancia y utilidad de la teoría relevante en la investigación empírica. Nota de contenido: Chapter 1. Introduction. The editors -- Section 1: Sociocultural perspectives on semiosis -- Chapter 1. Introduction to Section 1 -- Chapter 2. Semiosis and subjectification: The classroom constitution of mathematical objects -- Chapter 3. Birth of signs: A (Spinozist-Marxian) materialist approach -- Chapter 4. Relating computational Cartesian graphs to a real motion: An analysis of high school students' activity -- Chapter 5. Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching-learning process -- Chapter 6. Attention catching: Connecting the space of joint action and togethering -- Section 2: Language and text orientations -- Introduction to Section 2 -- Chapter 7.  A matter of translation -- Chapter 8. Using social semiotics to explore institutional assumptions about mathematics students and teachers -- Chapter 9. Semiotics, epistemology, and mathematics -- Chapter 10. A semiotic-conceptual analysis of conceptual development in learningmathematics -- Section 3: Peircean semiotics, including semiotic chaining and representations -- Introduction to Section 3 -- Chapter 11. Adalira Sáenz-Ludlow: Iconicity and diagrammatic reasoning in meaning-making -- Chapter 12. Semiotic representations: A study of dynamic figural register -- Chapter 13. Progressive visualization tasks and semiotic chaining for mathematics teacher preparation: Towards a conceptual framework -- Chapter 14. Primary teachers' semiotics praxis: Windows into the handling of division tasks -- Section 4: Semiotic resources including gesturing and tools -- Introduction to Section 4 -- Chapter 15. Gradual change of perception: Signs, tools, and meaning-making of fractions -- Chapter 16. On the role of gestures for the descriptive analysis of 'Grundvorstellungen': A case of linear functions -- Chapter 17. Diagramming and gesturing during mathematizing: Kinesthetic and haptic interactions support mathematical ideation -- Chapter 18. Objectifying the inclusion relationshipof quadrilaterals in a synchronic-interactive and collaborative computer supported environment -- Chapter 19. Discussion and conclusions. Tipo de medio : Computadora Summary : This book discusses a significant area of mathematics education research in the last two decades and presents the types of semiotic theories that are employed in mathematics education. Following on the summary of significant issues presented in the Topical Survey, Semiotics in Mathematics Education, this book not only introduces readers to semiotics as the science of signs, but it also elaborates on issues that were highlighted in the Topical Survey. In addition to an introduction and a closing chapter, it presents 17 chapters based on presentations from Topic Study Group 54 at the ICME-13 (13th International Congress on Mathematical Education). The chapters are divided into four major sections, each of which has a distinct focus. After a brief introduction, each section starts with a chapter or chapters of a theoretical nature, followed by others that highlight the significance and usefulness of the relevant theory in empirical research. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

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