Bøger i Studies in Mathematical Thinking and Learning Series serien

This work brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education Conference.

First published in 2010. Routledge is an imprint of Taylor & Francis, an informa company.

Arguing that research by cognitive psychologists and mathematical educators has been compartmentalized by departmental boundaries, this text integrates this research to demonstrate its relevance to the debate on the reform of mathematics education.

A collection that provides forum for mathematics educators to articulate a connected K-16 'story' of proof. It not only highlights the main ideas that have emerged on proof research, but also defines an agenda for future study.

Synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives.

Taking the central importance of language in the development of mathematical understanding as its starting point, this title explores students' experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it.

Provides a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. This book shows how young learners attempt to work with mathematical generalizations before they have learned formal algebraic notation. It is suitable as a text in undergraduate or graduate mathematics education courses.

Offers a comprehensive, research-based, multi-faceted look at issues in early algebra. This book aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.

Lesson study is a popular professional development approach in Japan whereby teachers collaborate to study content and instruction, and how students solve problems. This work is a comprehensive look at the system and process of lesson study in Japan.

Offers a comprehensive, research-based, multi-faceted look at issues in early algebra. This title provides a rationale for a stronger and more sustained approach to algebra in school.

Tells a single story, in many voices, about a set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. This book challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors.

This volume collates research done on integrating the study of teaching, and the study of learning mathematics. The research was guided by two common goals. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established and/or studied.

Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.

This volume is based upon a conference which offered a forum in which various people involved in education reform presented their work, and members of the broad communites gathered commented on it. The focus was primarily on college mathematics, informed by developments in K-12 mathematics.

Using a variety of research methods, this study addresses the need for professional development leaders and policy makers to influence teachers to modify their mathematics instruction so it is closer to the recommendations of the National Council of Teachers in Mathematics.

This work reports on case studies of two schools that have taught mathematics in different ways. Three hundred students were followed over three years, providing a range of data to show the ways their beliefs and understandings were shaped by different approaches to mathematics teaching.

This volume assembles papers on the subject of teaching Elementary School mathematics. It includes case studies and teaching from different perpectives in order to help the teacher put the lessons and subject across well.

Presents mathematics education from a culturally responsive perspective. This collection tackles the crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics.

Reveals the development of students' understanding of statistical literacy. This book looks at students' thinking, in relation to tasks based on sampling, graphical representations, averages, chance, beginning inference, and variation, which are essential to later work in formal statistics.

The Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers in Mathematics in 1989 for grades K-12 in the US prompted the development of of standards-based mathematics curricula. This text examines these curricula.

Presents the results of a major NSF-funded study to gather, analyze, and synthesize the research on K-12 student outcomes in standards-based mathematics curriculum projects. Audiences include math ed researchers, policymakers, teachers, etc.

This volume assembles papers on the subject of teaching Elementary School mathematics. It includes case studies and teaching from different perpectives in order to help the teacher put the lessons and subject across well.

Offers a collection that presents mathematics education from a culturally responsive perspective. This title tackles the issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics.

Casebook & video on the use of assessment as an ongoing activity in the classroom to help teachers reshape their instructional practice.

Includes the original studies that compare US and Chinese elementary teachers' mathematical understanding. This book offers a framework for grasping the mathematical content necessary to develop the thinking of school children.

Providing invaluable research on both sending and receiving communities in Mexico and the U.S, this collection considers the multiple aspects of children¿s experiences with mathematics both in and out of school.