Symbolizing And Communicating In Mathematics Classrooms
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Symbolizing and Communicating in Mathematics Classrooms by Paul Cobb,Erna Yackel,Kay McClain Pdf
This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues. The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics.
Language and Communication in the Mathematics Classroom by Heinz Steinbring,Maria Giuseppina Bartolini Bussi,Anna Sierpinska Pdf
The way in which teachers communicate with their students partly determines what they communicate. This book addresses the communication issue by building on a series of papers whose first versions were presented in 1992 at the Sixth International Congress of Mathematics Education in Quebec. Papers include: (1) "Crossing the Gulf between Thought and Symbol: Language as (Slippery) Stepping-Stones" (Susan E.B. Pirie); (2) "Three Epistemologies, Three Views of Classroom Communication: Constructivism, Sociocultural Approaches, Interactionism" (Anna Sierpinska); (3) "Verbal Interaction in the Mathematics Classroom: A Vygotskian Analysis" (Maria G. Bartolini Bussi); (4) "Discourse and Beyond: On the Ethnography of Classroom Discourse" (Falk Seeger); (5) "From 'Stoffdidaktik' to Social Interactionism: An Evolution of Approaches to the Study of Language and Communication in German Mathematics Education Research" (Heinz Steinbring); (6) "Examining the Linguistic Mediation of Pedagogic Interactions in Mathematics" (Clive Kanes); (7) "Pupil Language-Teacher Language: Two Case Studies and the Consequences for Teacher Training" (Albrecht Abele); (8) "Teacher-Student Communication in Traditional and Constructivist Approaches to Teaching" (Maria Luiza Cestari); (9) "Alternative Patterns of Communication in Mathematics Classes: Funneling or Focusing?" (Terry Wood); (10) "Students Communicating in Small Groups: Making Sense of Data in Graphical Form" (Frances R. Curcio and Alice F. Artzt); (11) "Communication and Learning in Small-Group Discussions" (Kaye Stacey and Anne Gooding); (12) "Mathematical Communication through Small-Group Discussions" (Marta Civil); (13) "Formats of Argumentation in the Mathematics Classroom" (Gotz Krummheuer); (14) "Teaching without Instruction: The Neo-Socratic Method" (Rainer Loska); (15) "The Role of Natural Language in Prealgebraic and Algebraic Thinking" (Ferdinando Arzarello); (16) "How Students Interpret Equations: Intuition versus Taught Procedures" (Mollie MacGregor); (17) "Epistemological and Metacognitive Factors Involved in the Learning of Mathematics: The Case of Graphic Representations of Functions" (Maria Kaldrimidou and Andreas Ikonomou); (18) "Making Mathematics Accessible" (Megan Clark); (19) "Itineraries through Logic To Enhance Linguistic and Argumentative Skills" (Giancarlo Navarra); and (20)"Communication in a Secondary Mathematics Classroom: Some Images" (Judith Fonzi and Constance Smith). (ASK)
Show and Tell by Linda Schulman Dacey,Rebeka Eston Pdf
Talking about numbers - Connecting numbers, stories and facts - Numbers and operations - Collecting, representing and interpreting data - Investigating geometry with pictures and words - Sights and sounds of measurement - Seeing patterns and sharing algebraic ideas - Seeing and hearingng_____________
Author : Portia C. Elliott Publisher : National Council of Teachers of English Page : 264 pages File Size : 50,6 Mb Release : 1996 Category : Language Arts & Disciplines ISBN : UOM:39015025832406
Communication in Mathematics, K-12 and Beyond by Portia C. Elliott Pdf
This book contains ideas for teachers facing the challenges of turning their classrooms and schools into "discourse communities." The yearbook is divided into four sections. Part 1 (chapters 1-3) sets the stage by considering the challenges inherent in shifting directions of discourse. Part 2 (chapters 4-21) focuses on establishing discourse communities within the classroom. Part 3 (chapters 22-25) moves the discourse discussion outside the K-12 arena. Finally, Part 4 (chapters 26-28) focuses on the role of language in mathematics discourse. Chapters include: (1) "Communication--An Imperative for Change: A Conversation with Mary Lindquist" (M. M. Lindquist & P. C. Elliott); (2) "Diverse Communications" (D. Pimm); (3) "Building Discourse Communities in Mathematics Classrooms: A Worthwhile but Challenging Journey" (E. A. Silver & M. S. Smith); (4) "Meaningful Communication among Children: Data Collection" (S. Folkson); (5) "The Link Sheet: A Communication Aid for Clarifying and Developing Mathematical Ideas and Processes" (M. Shield & K. Swinson); (6) "Using Multiple Representations to Communicate: An Algebra Challenge" (L. P. McCoy, T. H. Baker, & L. S. Little); (7) "Algebraic Thinking, Language, and Word Problems" (W. W. Esty & Anne R. Teppo); (8) "Communicating the Mathematics in Children's Trade Books Using Mathematical Annotations" (P. A. Halpern); (9) "Fostering Metaphorical Thinking through Children's Literature" (D. J. Whitin & P. E. Whitin); (10) "Using Reading to Construct Mathematical Meaning" (M. Siegel, R. Borasi, J. M. Fonzi, L. G. Sanridge, & C. Smith); (11) "Communicating Mathematics through Literature" (R. Narode); (12) "Talk Your Way into Writing" (D. Huinker & C. Laughlin); (13) "Try a Little of the Write Stuff" (P. A. House); (14) "Developing and Assessing Mathematical Understanding in Calculus through Writing" (J. O. Masingila & E. Prus-Wisniowska); (15) "Is Anybody Listening?" (S. E. B. Pirie); (16) "Developing Problem-Solving Behaviors by Assessing Communication in Cooperative Learning Groups" (A. F. Artzt); (17) "Using Technology to Enhance Communication in Mathematics" (A. E. Barron & M. C. Hynes); (18) "The Role of Open-Ended Tasks and Holistic Scoring Rubrics: Assessing Students' Mathematical Reasoning and Communication" (J. Cai, S. Lane, & M. S. Jakabcsin); (19) "Mathematical Communication in Students' Responses to a Performance-Assessment Task" (D. Peressini & J. Bassett); (20) "Communication Processes in Mathematical Explorations and Investigations" (C. Greenes & L. Schulman); (21) "Embedding Communication throughout the Curriculum" (H. L. Schoen, D. L. Bean, & S. W. Ziebarth); (22) "Children, Teach Your Parents Well: Communication in Mathematics between Home and School" (A. Hart, M. Smyth, K. Vetter, & E. Hart); (23) "Communicating about Alternative Assessment Beyond the Mathematics Classroom" (P. A. Kenney, C. G. Schloemer, & R. W. Cain); (24) "Mathematics Pen-Pal Letter Writing" (E. Phillips); (25) "Developing Preservice Teachers' Strategies for Communicating in and about Mathematics" (F. R. Curcio, S. L. Schwartz, & C. A. Brown); (26) "Strategies to Support the Learning of the Language of Mathematics" (R. N. Rubenstein); (27) "Communication in Mathematics for Students with Limited English Proficiency" (R. A. Olivares); and (28) "Mathematics as a Language" (Z. Usiskin). (MKR)
Powerful Environments for Promoting Deep Conceptual and Strategic Learning by Lieven Verschaffel Pdf
Over the past years a substantial amount of research has been undertaken relating to the development of powerful learning environments for the acquisition in students of worthwhile educational objectives focussing on conceptual understanding, higher-order cognitive and metacognitive skills, and self-regulated learning. This research has been mainly undertaken from three distinct, but related perspectives in the study of learning and instruction, namely instructional psychology, instructional technology, and instructional design. Against this background a "research community" involving 14 European research teams has recently been initiated with the aim of interactively contributing to the advancement of theory and methodology relating to the design, implementation, and evaluation of powerful learning environments.This volume, based on the plenary lectures and working sessions during the community's third workshop, constitutes a collective output of this research community, focussing on the identification and analysis of major components and dimensions of powerful learning environments aimed at the promotion of deep conceptual and strategic learning in major domains of school curricula, like mathematics, physics, history, and social sciences.In Part I of the volume three chapters present general perspectives on the central theme of the third workshop. In Part II six studies are reported wherein novel learning environments for elementary and secondary mathematics education have been designed, implemented and evaluated. In Part III of the volume another set of five investigations is presented relating to the design, implementation and evaluation of powerful learning environments in other subject-matter domains (physics, history, social sciences) and in teacher training.
Multilingualism in Mathematics Classrooms by Richard Barwell Pdf
Learning and teaching mathematics in multilingual, bilingual or second language settings can be challenging. This collection explores the complex issues that arise in multilingual mathematics classrooms in Europe, South Asia, North America and Australia. Each contribution draws on recent research to offer new insights into the relationship between language, learning and mathematics.
Challenging Perspectives on Mathematics Classroom Communication by Anna Chronaki,Iben Maj Christiansen Pdf
The editors and contributors of these ten articles focus on the idea that communication includes both what is happening and being said among participants in a classroom and also the politics, values and ideologies that serve as the foundation of the practice. They describe how communication thereby involves register, representation and contexts through media-human interfaces in the classroom and in interpreting mathematics as a text, how communication in mathematics teaching becomes social interaction in cooperative settings and classroom activities, and how communication translates into practice, community, identity and policy.
Mathematical Tasks in Classrooms Around the World by Anonim Pdf
This book presents an international perspective on environmental educational and specifically the influence that context has on this aspect of curriculum. The focus is on environmental education both formal and non formal and the factors that impact upon its effectiveness, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ).
J. Michael Spector,M. David Merrill,Jan Elen,M. J. Bishop
Author : J. Michael Spector,M. David Merrill,Jan Elen,M. J. Bishop Publisher : Springer Science & Business Media Page : 1005 pages File Size : 49,6 Mb Release : 2013-07-03 Category : Education ISBN : 9781461431855
Handbook of Research on Educational Communications and Technology by J. Michael Spector,M. David Merrill,Jan Elen,M. J. Bishop Pdf
The 4th edition of the Handbook of Research on Educational Communications and Technology expands upon the previous 3 versions, providing a comprehensive update on research pertaining to new and emerging educational technologies. Chapters that are no longer pertinent have been eliminated in this edition, with most chapters being completely rewritten, expanded, and updated Additionally, new chapters pertaining to research methodologies in educational technology have been added due to expressed reader interest. Each chapter now contains an extensive literature review, documenting and explaining the most recent, outstanding research, including major findings and methodologies employed. The Handbook authors continue to be international leaders in their respective fields; the list is cross disciplinary by design and great effort was taken to invite authors outside of the traditional instructional design and technology community.
Handbook of Psychology, Educational Psychology by Irving B. Weiner,Donald K. Freedheim Pdf
Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area.
Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS by Kirsti Klette,Ole K. Bergem,Astrid Roe Pdf
This book explores teaching and learning in lower secondary classrooms in the three PISA domains science, mathematics and reading. Based on extensive video documentation from science, math and reading classrooms in Norwegian secondary schooling, it analyzes how offered and experienced teaching and learning opportunities in these three subject areas support students’ learning. The in-depth investigations of video documentation are combined with analysis of the Norwegian PISA results in order to understand how teaching and learning in science, mathematics and reading can be improved. Recent reviews indicate that instructional practice does make a difference to students learning - and is more important than other factors including students’ socioeconomic background, class size, classroom climate, and teachers’ experience and formal training. This book opens the discussion on a European basis about contemporary challenges in teaching and learning in secondary schooling. Norway as a test bed is particularly interesting due to its long tradition with national curricula, and its unitary and non- streamed structure. Furthermore, ideas of educational progressivism and students’ active ways of working (such as individualized teaching, adapted teaching, inquiry based teaching etc.) have for a long time been actively promoted within Norwegian educational policies. The book draws on analyses that combine expertise in psychometrics and video-based micro genetic classroom studies with expertise in domain-specific instruction (math, science and reading). It feeds the conversation how issues of communication patterns are dealt with and made productive within different instructional formats, and presents possibilities to compare and analyze instructional formats and discursive practices for students’ learning.
Everyday Matters in Science and Mathematics by Ricardo Nemirovsky,Ann S. Rosebery,Jesse Solomon,Beth Warren Pdf
This book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter crucially in learning sciences and mathematics. The contributions of 13 research teams are organized around three themes: 1) the experiences of students in encounters with everyday matters of a discipline; 2) the concerns of curriculum designers, including teachers, as they design activities intended to focus on everyday matters of a discipline; and 3) the actions of teachers as they create classroom encounters with everyday matters of a discipline. As a whole the volume reflects the shift in the field of educational research in recent years away from formal, structural models of learning toward emphasizing its situated nature and the sociocultural bases of teaching and learning. At least two trends--increasing awareness that formal theories can be useful guides but are always partial and provisional in how they disclose classroom experiences, and the widespread availability of video and audio equipment that enables effortless recording of classroom interactions--have reoriented the field by allowing researchers and teachers to look at learning starting with complex classroom events rather than formal theories of learning. Such examinations are not meant to replace the work on general theoretical frameworks, but to ground them in actual complex events. This reorientation means that researchers and teachers can now encounter the complexity of learning and teaching as lived, human meaning-making experiences. Immersion in this complexity compels rethinking assumptions about the dichotomies that have traditionally organized the field's thinking about learning. Further, it has important implications for how the relationship between theory and practice in understanding teaching and learning is viewed. Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events is an important resource for researchers, teacher educators, and graduate students in mathematics and science education, and a strong supplemental text for courses in these areas and also in cognition and instruction and instructional design.
Handbook of International Research in Mathematics Education by Lyn D. English,David Kirshner Pdf
This book brings together mathematics education research that makes a difference in both theory and practice - research that anticipates problems and needed knowledge before they become impediments to progress.
Improving Primary Mathematics Teaching and Learning by Mary McAteer Pdf
This book stems from the authors’ shared passion for primary mathematics teaching and offers an exploration of contemporary issues facing teachers. Drawing on research and case studies from practice, the book explores a wide range of concepts as starting points for professional reflection and personal development to improve teaching and learning in primary mathematics. Topics covered include: Using children’s mathematical misconceptions to support teaching and learning The role of talk in developing mathematical understanding Evidence-based teaching and learning Making mathematics real and purposeful beyond the classroom The role of games in teaching and learning mathematics ICT and mathematics The book illustrates the ways in which professional development that is rooted in practitioner inquiry and research enables teachers to advance their practice, resulting in improved outcomes for their pupils. Improving Primary Mathematics Teaching and Learning is appropriate for teachers undertaking professional development programmes (e.g. MaST, MA programmes), trainee teachers and staff on those programmes, both local authority and independent. Contributors: Mike Askew, Sue Bailey, Elizabeth Carruthers, Victoria Grinyer, Alice Hansen, Lynne McClure, Effie Maclellan, Suzan Nelson, Carol Rushworth-Little, Steve Sherer, Ian Thompson, Vivien Townsend, Maulfry Worthington. "In this book Mary McAteer brings together contributors with a wealth of experience in research and practice. The way in which practical and theoretical perspectives are brought to life with case studies and examples make it a highly readable text and every chapter adds new insights into children's mathematics learning." Dr Julia Anghileri, University of Cambridge (retired)
Author : William M. Reynolds,Gloria J. Miller Publisher : John Wiley & Sons Page : 686 pages File Size : 52,8 Mb Release : 2003-06-02 Category : Psychology ISBN : 9780471264484
Handbook of Psychology, Educational Psychology by William M. Reynolds,Gloria J. Miller Pdf
Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area.