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Author : Lynda Keith,Hilary Koll,Steve Mills
Publisher : Unknown
Page : 128 pages
File Size : 46,9 Mb
Release : 2011
Category : Mathematics
ISBN : 0435047590
Author : Peter Gorrie,Lynda Keith
Publisher : Unknown
Page : 128 pages
File Size : 43,7 Mb
Release : 2010
Category : Mathematics
ISBN : 0435041770
Author : Anonim
Publisher : Unknown
Page : 128 pages
File Size : 48,5 Mb
Release : 2010-05
Category : Mathematics
ISBN : 0435033328
'Heinemann Active Maths' is an activity-led maths programme created specifically for Scottish primary schools. It delivers activities and support to help implement the Curriculum for Excellence and delivers an active approach to maths teaching and learning.
Author : Anonim
Publisher : HEINEMANN ACTIVE MATHS
Page : 40 pages
File Size : 43,9 Mb
Release : 2010-05-27
Category : Mathematics
ISBN : 0435033301
Heinemann Active Maths is a brand new activity-led maths programme created specifically for Scottish Primary schools. It delivers activities and support to help implement the Curriculum for Excellence and delivers an active approach to maths teaching and learning.
Author : Peter Gorrie,Lynda Keith
Publisher : Unknown
Page : 128 pages
File Size : 55,7 Mb
Release : 2010
Category : Mathematics
ISBN : 0435033298
Author : Lynda Keith,Peter Gorrie,Lynne McClure,Amy Sinclair
Publisher : HEINEMANN ACTIVE MATHS
Page : 32 pages
File Size : 52,6 Mb
Release : 2010-05-27
Category : Mathematics
ISBN : 0435033379
Heinemann Active Maths is a brand new activity-led maths programme created specifically for Scottish Primary schools. It delivers activities and support to help implement the Curriculum for Excellence and delivers an active approach to maths teaching and learning.
Author : Peter Gorrie,Lynda Keith
Publisher : Unknown
Page : 80 pages
File Size : 52,8 Mb
Release : 2010-05
Category : Mathematics
ISBN : 043503331X
'Heinemann Active Maths' is an activity-led maths programme created specifically for Scottish primary schools. It delivers activities and support to help implement the Curriculum for Excellence and delivers an active approach to maths teaching and learning.
Author : Sue Johnston-Wilder,David Pimm
Publisher : McGraw-Hill Education (UK)
Page : 273 pages
File Size : 55,9 Mb
Release : 2004-10-16
Category : Education
ISBN : 9780335225965
“This is a book all mathematics teachers and teacher educators should read! It brings together a wealth of insights from a range of authors… The major issues confronting teachers of mathematics who wish to use ICT in different domains of mathematics are addressed in a clear and accessible way.” Professor Celia Hoyles OBE, Dean of Research and Consultancy, Institute of Education, University of London Teaching Secondary Mathematics with ICT shows the reader how to use Information and Communication Technology (ICT) effectively to enhance the teaching of mathematics in the secondary school. The book explains which forms of technology can be used to improve mathematics teaching and learning, how to get started and where to go for further information. The first two chapters provide a useful introduction for those new to teaching mathematics with ICT. Further chapters cover topics including: ICT and the curriculum: number, algebra, geometry and statistics Making use of interactive whiteboards in the classroom Using the internet and video-conferencing to enhance teaching The book includes practical classroom scenarios and case studies (for example, the government-funded MathsAlive! Initiative), as well as discussions of general issues, such as the role of feedback and the use of ICT in whole-class teaching. It draws on current research and is supplemented by a linked web site, which provides access to demonstration copies of software and sample files. It also includes a directory of resources with lists of organisations, web sites, projects and further reading. Key reading for Education students specialising in Mathematics and all those teaching secondary mathematics, including non-specialists and those on professional development courses. Visit the text-supporting website: www.openup.co.uk/jwp
Author : Tony Read
Publisher : World Bank Publications
Page : 292 pages
File Size : 42,9 Mb
Release : 2015-07-22
Category : Education
ISBN : 9781464805738
This World Bank report is a rich compilation of information on teaching learning materials (TLM) in Africa based on the extensive and multi-faceted experience of the author's work in the education sector in Africa. The study examines a wide range of issues around TLM provision including curriculum, literacy and numeracy, language of instruction policy, procurement and distribution challenges, TLM development and production and their availability, management and usage in schools. It also looks at the role of information and communication technology (ICT) based TLMs and their availability. The study recognizes that improved TLM system management is a critical component in achieving affordable and sustainable TLM provision for all students. This study, which draws from more than 40 Anglophone, Francophone, Lusophone, and Arabic-speaking countries will be particularly useful for policymakers, development partners, and other stakeholders attempting to understand the wide range of issues surrounding the complexity of textbook provision in Sub Saharan Africa.
Author : Elizabeth Carruthers,Maulfry Worthington
Publisher : SAGE
Page : 282 pages
File Size : 50,5 Mb
Release : 2006-08-07
Category : Education
ISBN : 9781847878816
′In Case Study 5 (a grassroots ′Children′s Mathematics Network group′) the initiative supported the participants in their professional change by giving them a space for the detailed and joint consideration of children′s mathematical thinking. Another significant feature of this initiative is its focus on careful consideration and analysis of children′s mathematics, and the ways in which professionals can support and encourage the children′s mathematical thinking and reasoning... The standard of the mathematical understanding, thinking and reasoning that the displays revealed was far higher than the specified curriculum objectives for children of this age...′ - Researching Effective CPD in Mathematics Education (RECME) project: (NCETM, 2009) ′The review also plays great score by play-based learning of a mathematical nature, and makes specific recommendations regarding early mark-making as a precursor to abstract mathematical symbolism′. Section 115 features children′s mathematical graphics and emphasises: ′The role of mark-making in children′s cognitive development is set out in the taxonomy (Carruthers and Worthington, 2006)′. The report recommends that ′local authorities, leaders, managers and head teachers should provide a culture with a significant focus on mathematical mark-making′ and ′a learning environment that encourages children to choose to use their own mathematical graphics to support their mathematical thinking and processes′ - The Williams Maths Review: (DCSF, 2008) `At the very heart of the success of the book is the authors′ ability to see mathematics through young children′s eyes by listening to and reflecting on the constant efforts made by children to make sense of their world. This is a liberating book which proposes that the teaching of mathematics could and should be a highly creative and enjoyable proceess′ - Branwen Llewelyn Jones, Early Years Consultant at PACE Ltd / TACTYC ′Ground breaking... To single out any one chapter would be unfair because there is something thought-provoking and inspirational throughout. If you want to expand your understanding upwards and outwards then get a copy soon′ - Times Educational Supplement ′I first read Children′s Mathematics, Making Marks, Making Meaning a couple of years ago and it had an immediate impact on my own thinking and teaching, and the work I do with trainee teachers. I′m sure you will find it compelling reading too. I think it has the potential to change, in a fundamental way, how we think about early mathematical development′ - Lynne McClure, Editor, Math Co-ordiator′s File, Mathematics Association ′In their exceptionally readable and informative book, Children′s Mathematics, Making Marks, Making Meaning Carruthers and Worthington (2006) draw attention to one of the main goals of early years teaching, that is, to help children make links between the mathematics they have already encountered (and continue to engage with) at home and the more abstract mathematics of the school. These authors suggest that by encouraging children to represent mathematical ideas in their own ways and, crucially, by talking to the pupils about the marks they have made, we are given a "window" onto their thinking that may otherwise be inaccessible′ - Liz Pumphrey, NRICH This book draws on the authors′ many years of teaching children aged three to eight years and also on their extensive research with children in the home, nursery and school. The authors explain the development and range of young children′s mathematical marks and visual representations, showing how children make mental connections between their own early marks and subsequent abstract mathematical symbolism, and go on to develop their own written methods. Combining theory and practice, this acclaimed book demonstrates how children′s own mathematical graphics are highly creative and show deep levels of thinking. The authors show how this is the key to success in school mathematics and to higher levels of achievement. The authors are winners of TACTYC′s (2003) Jenefer Joseph Award for the Creative Arts (3 - 8) - awarded for their innovative work with children on mathematical graphics.
Author : Ghislaine Gueudet,Birgit Pepin,Luc Trouche
Publisher : Springer Science & Business Media
Page : 365 pages
File Size : 41,9 Mb
Release : 2011-09-06
Category : Education
ISBN : 9789400719668
What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term « ingénierie documentaire »,we call these processes « documentation ». The literal English translation is « to work with documents », but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.
Author : Celia Hoyles,Jean-Baptiste Lagrange
Publisher : Springer Science & Business Media
Page : 489 pages
File Size : 49,7 Mb
Release : 2009-10-09
Category : Education
ISBN : 9781441901460
Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.
Author : Oliver Thiel,Elena Severina,Bob Perry
Publisher : Routledge
Page : 250 pages
File Size : 55,7 Mb
Release : 2020-11-05
Category : Education
ISBN : 9781000174649
Structured around Bishop’s six fundamental mathematical activities, this book brings together examples of mathematics education from a range of countries to help readers broaden their view on maths and its interrelationship to other aspects of life. Considering different educational traditions and diverse contexts, and illustrating theory through the use of real-life vignettes throughout, this book encourages readers to review, reflect on, and critique their own practice when conducting activities on explaining, counting, measuring, locating, designing, and playing. Aimed at early childhood educators and practitioners looking to improve the mathematics learning experience for all their students, this practical and accessible guide provides the knowledge and tools to help every child.
Author : Alison Clark-Wilson,Ornella Robutti,Nathalie Sinclair
Publisher : Springer Science & Business Media
Page : 419 pages
File Size : 53,5 Mb
Release : 2013-12-08
Category : Education
ISBN : 9789400746381
This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts. In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory). A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements
Author : Sir Jim Rose
Publisher : Unknown
Page : 214 pages
File Size : 48,5 Mb
Release : 2009
Category : Dyslexic children
ISBN : 1847754716