This book is an exploration of tools and mathematics and issues in mathematics education related to tool use. The book has five parts. The first part reflects on doing a mathematical task with differe
?Chapters in this book recognize the more than forty years of sustained and distinguished lifetime achievement in mathematics education research and development of Jeremy Kilpatrick. Including contrib
This book develops the theoretical perspective on visuospatial reasoning in ecocultural contexts, granting insights on how the language, gestures, and representations of different cultures reflect vis
This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathem
This book considers the views of participants in the process of becoming a mathematician, that is, the students and the graduates. This book investigates the people who carry out mathematics rather th
Connecting relevant research on visualization and mathematics education, this volume explores the role of visual thinking and reasoning in mathematical concepts, processes, and symbols, among learners
Language can be simultaneously both a support and a hindrance to students’ learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ide
Our objective is to publish a book that lays out the theoretical constructs and research methodologies within mathematics education that have been developed by Paul Cobb and explains the process of th
This work presents one of the original and fundamental experiments of Didactique, a research program whose underlying tenet is that Mathematics Education research should be solidly based on scientific
This book is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; and practitioners/teachers interested in the use of
This book considers the views of participants in the process of becoming a mathematician, that is, the students and the graduates. This book investigates the people who carry out mathematics rather th
This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classro
This book is centrally concerned with how mathematics education is represented and how we understand mathematical teaching and learning with view to changing them. It considers teachers, students and
Combinatorics and Reasoning: Representing, Justifying and Building Isomorphisms is based on the accomplishments of a cohort group of learners from first grade through high school and beyond, concentra
This volume sets out ideas, developed by Paul Cobb and his colleagues, which have greatly influenced the field of mathematics education in the past three decades. This overview enables readers to trac
Combinatorics and Reasoning: Representing, Justifying and Building Isomorphisms is based on the accomplishments of a cohort group of learners from first grade through high school and beyond, concentra
This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. No other books are ava
An innovative contribution to educational research is to be found in this book. The book addresses the need to generate texts that assist educators and future educators in taking up new research and m
This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. No other books are ava
This book presents the reader with a comprehensive overview of the major findings of the recent research on the illusion of linearity. It discusses: how the illusion of linearity appears in diverse do
Offering a new conceptual framework for reflecting on the role of information and communication technology in mathematics education, the authors argue that different media reorganize mathematical thin
What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what
Exploring Probability in School provides a new perspective into research on the teaching and learning of probability. It creates this perspective by recognizing and analysing the special challenges fa
While computational technologies are transforming the professional practice of mathematics, as yet they have had little impact on school mathematics. This pioneering text develops a theorized analysis
This book is the first major study of advanced mathematical thinking as performed by mathematicians and taught to students in senior high school and university. Topics covered include the psychology o
In the first BACOMET volume different perspectives on issues concerning teacher education in mathematics were presented (B. Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics Educatio
Mathematics is in the unenviable position of being simultaneously one of the most important school subjects for today's children to study and one of the least well understood. Its reputation is awe-in
The launch ofa new book series is always a challenging eventn ot only for the Editorial Board and the Publisher, but also, and more particularly, for the first author. Both the Editorial Board and the
The author captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms: code-switching, mediation, and transparency. She provides a sharp analysis an
This book presents the state-of-the-art research on the teaching and learning of linear algebra in the first year of university, in an international perspective. It provides university teachers in cha
(內容簡介)讀寫能力，是二十一世紀知識社會的共通貨幣讀寫能力，是二十一世紀知識社會的共通貨幣。讀寫能力不足，將難以參與並融入這個社會。普及讀寫教育，是社會公平的基石，在升學壓力以及屏幕產品圍攻的大環境下，扭轉讀寫教育所面臨的危機，比以往更為迫切。本書提供美國讀寫教育的現場實作，可以帶給臺灣諸多觀念上的啟發，重新思考讀寫教育的價值。──✦──讀寫教育不必等到入學以後才開始美國小兒科醫學會指出，親子共讀可以從六個月大開始；美國幼教協會（National Associaion of Education for Young Children）指出，寫作練習可以從兩歲開始。讀與寫應該從小成為生活的一部分，寫作練習也不必很困難複雜。例如給寶寶一支蠟筆，讓他們邊聽故事邊塗鴉，培養「把想法形諸紙張」的意識，就是最早的寫作練習。──✦──讀與寫，能讓大腦變聰明！愈早開始愈好美國國民教育為十三年，從Kindergarten開始，通常簡寫為K，相當於臺灣學制中的幼兒園大班。各州學制稍有不同，小學通常是一到五年級、中學是六到八年級、高中是九到十二年級。因此本書的「學前」是指五歲以下，「小學中低年級」是K到二年級，「小學中高年級」是三到五年級，「中學」是六到八年級，「高中」是九到十二年級，「大學」及「成人教育」則與臺灣相同。這六個階段，都各有適齡的讀寫教育方案與目標。本書以年齡段劃分為六章，逐章介紹這六個階段的真實現場：第一章介紹零歲到學前的讀寫教育，說明讀寫教育應該儘早開始。雖然親子共讀日漸普及，但幼兒閱讀力差距仍然存在，本章展示了弭平差距的實際做法。例如，紐約一群兒科醫師，對帶幼兒來看診的高風險家庭，除了指導家長理解嬰幼兒發展指標，也請家長與孩子一起閱讀，增進親密互動。經過評估，參加「閱讀療法」的孩子，比沒有參加的孩子，有更好的學習力與專注力，出現分離焦慮、過動、暴力的比例也最低。研究顯示，閱讀是零歲開始讓大腦變聰明的最佳預防醫學。第二章進一步綜合相關研究，探討讀寫教育如何改變成長中的大腦結構。專家與學校為K到二年級這階段的學生設計讀寫系列課程，發現經過三個月練習，孩子們不但讀寫力進步，斷層掃描更顯示「大腦結構有明顯改變」、「與記憶理解有關的皮質增厚」，證實讀寫教育能改變大腦結構，讓孩子「變聰明」，學習力因而提升。並介紹美國小學中低年級的教學現場，如何為學生的讀寫力打下好基礎。第三章說明
