The Evolution of Research on Teaching Mathematics : : International Perspectives in the Digital Era.

The Evolution of Research on Teaching Mathematics : : International Perspectives in the Digital Era.

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Bibliographic Details
Superior document:Mathematics Education in the Digital Era Series ; v.22
:
Manizade, Agida.
TeilnehmendeR:
Buchholtz, Nils.
Beswick, Kim.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2023.
©2023.
Year of Publication:2023
Edition:1st ed.
Language:English
Series:Mathematics Education in the Digital Era Series
Online Access:
Physical Description:1 online resource (380 pages)
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Table of Contents:
  • Intro
  • Contents
  • The Evolution of Research on Teaching Mathematics: International Perspectives in the Digital Era: Introduction
  • 1 Introduction
  • 2 The Purpose of the Book
  • 3 Book Structure
  • 4 Part 1: Online Variables
  • 4.1 Pre-Existing Mathematics Teacher Characteristics
  • 4.2 Mathematics Teachers' Competencies, Knowledge and Skills
  • 4.3 Pre- and Post-Active Mathematics Teacher Activities
  • 4.4 Interactive Mathematics Teacher Activities
  • 4.5 Student Mathematics Learning Activities
  • 4.6 Student Mathematics Learning Outcomes
  • 5 Part 2: Offline Variables
  • 5.1 Individual Student Characteristics, Abilities and Personal Qualities
  • 5.2 Internal Context Variables
  • 5.3 External Context Variables
  • 5.4 Mathematics Teacher Training and Experiences
  • 5.5 Research Methods, Techniques, and Tools for Research on Teaching in the Digital Era
  • 6 Conclusion
  • References
  • Mathematics Teachers' Influence on Students' Learning: Online Variables
  • Pre-existing Mathematics Teacher Characteristics
  • 1 Introduction
  • 2 Scope of Literature Review to Determine Studies of PMTC
  • 3 Landscape of PMTC Researched in 2000-2020
  • 3.1 Pre-existing Mathematical Knowledge and Skills
  • 3.2 Pre-existing Mathematics-Related Pedagogical Knowledge and Ability
  • 3.3 Pre-existing Mathematics-Related Beliefs
  • 3.4 Summary of Landscape of PMTC
  • 4 Evolution of Research on PMTC
  • 4.1 Scope of Research on PMTC
  • 4.2 Methodological Factors
  • 4.3 Summary of Evolution of PMTC Research
  • 5 Future Evolution of Research on PMTC
  • References
  • The Evolution of Research on Mathematics Teachers' Competencies, Knowledge and Skills
  • 1 Introduction
  • 2 Evolution of Research on Teacher Competencies, Knowledge and Skills
  • 3 Components of Teachers' Professional Competencies
  • 3.1 Content Knowledge
  • 3.2 Pedagogical Content Knowledge.
  • 3.3 General Pedagogical Knowledge
  • 3.4 Beliefs
  • 3.5 Motivation and Self-regulation Skills
  • 4 Different Conceptualizations of Teacher Knowledge
  • 4.1 Mathematical Knowledge for Teaching (MKT)
  • 4.2 The Knowledge Quartet
  • 4.3 Modelling Teachers' Knowledge in Relation to Teaching Practice
  • 4.4 Teachers' Knowledge About the Integration of Technology in the Classroom
  • 4.5 COACTIV
  • 4.6 TEDS-M
  • 5 Recent Extensions in the Concept of Mathematics Teacher Competence
  • 5.1 Situational Aspects of Mathematics Teachers' Professional Competencies
  • 5.2 Further Developments of the Studies of the TEDS-M Research Program
  • 5.3 Relationships of Teacher Competencies to Instructional Quality and Student Achievement
  • 6 Concluding Remarks
  • References
  • The Research on Mathematics Teaching and Planning: Theoretical Perspectives and Implications of Teachers' Pre-post Classroom Activities
  • 1 Introduction
  • 1.1 Statement of the Problem
  • 2 The Connection of Type D to Knowledge, Competencies, Skills, and Beliefs
  • 3 Goals of Pre- and Post-active Teacher Activities
  • 4 Theoretical Perspectives for Teaching Mathematics that Are Present in Type D
  • 4.1 Situated Learning Theory as Perspective
  • 4.2 Behaviorism as Perspective
  • 4.3 Cognitive Learning Theory as Perspective
  • 4.4 Social Constructivism as Perspective
  • 4.5 Structuralism as Perspective
  • 4.6 Problem Solving as Perspective
  • 4.7 Culturally Relevant Pedagogy as Perspective
  • 4.8 Project and Problem-Based Learning as Perspective
  • 5 Pros and Cons for Each Perspective
  • 6 The Epistemological Perspectives in Different Cultural Contexts
  • 7 Implications for Lesson Planning
  • 7.1 Layout of the Learning Space
  • 7.2 Instrumentation Related to Lesson Planning
  • 7.3 Student Assessment
  • 8 Conclusion and Future Directions of Research
  • References.
  • Interactive Mathematics Teacher Activities
  • 1 Introduction
  • 2 Our Approach
  • 3 Normative Mathematics Teaching Practices
  • 3.1 Resources for Teaching Mathematics
  • 3.2 Instructional Practices
  • 3.3 Teacher's Use of Technology
  • 4 Atypical Mathematics Teaching Practices
  • 4.1 Pedagogical Approaches
  • 4.2 Aspects of Teacher's Practices
  • 4.3 The Organization of Teaching and Learning
  • 4.4 Classroom Environments
  • 5 Implications and Conclusions
  • References
  • Student Mathematics Learning Activities
  • 1 Introduction
  • 2 Student Mathematics Learning Activities: An Overview
  • 2.1 Mathematical Processes
  • 2.2 Mathematical Competencies
  • 2.3 Mathematical Proficiency
  • 2.4 Standards for Mathematical Practice
  • 2.5 Cognitive Technological Tools and Student Mathematics Learning Activities
  • 3 Theoretical Perspectives
  • 3.1 Developing Schemes: Progressive Coordination of Actions
  • 3.2 Learning Through Activity: Progressive Coordination of Mathematical Concepts
  • 3.3 The AHA! Experience: Proxies of Student Engagement
  • 4 Making Sense and Perseverance Involved in Learning Mathematics Knowledge
  • 4.1 Problem Solving
  • 4.2 Productive Disposition
  • 4.3 Productive Struggle
  • 4.4 Productive Failure
  • 5 Discussion of Findings and Future Implications
  • Brief, Capsule Definitions of Terms and Documents for Chapter 6
  • References
  • Student Mathematics Learning Outcomes
  • 1 Introduction
  • 2 Being Competent in Math: A Desirable Learning Outcome
  • 3 Assessment of Student Outcomes
  • 4 Optimal Self-beliefs and Motivation for Math: A New-Old Learning Outcome
  • 5 Concluding Remarks
  • References
  • Units of Analysis of Research on Teaching Mathematics that are not Under Teachers' Control: Offline Variables.
  • Individual Student Characteristics, Abilities and Personal Qualities and the Teacher's Role in Improving Mathematics Learning Outcomes
  • 1 Introduction
  • 2 Literature Review
  • 2.1 Current Understandings of Mathematics Learning Difficulties, Disabilities and Dyscalculia
  • 2.2 Current Understandings of Learned Difficulties
  • 2.3 Interventions
  • 3 Impact of Students' Attributes on Their Learning Outcomes
  • 3.1 Universal Design for Learning
  • 3.2 Digital Solutions
  • 3.3 Adding Adjustments to Year Level Curriculum
  • 4 Learning Year Level Curriculum
  • 4.1 Learning Year Level Mathematics Curriculum in Primary Schools
  • 4.2 Learning Year Level Secondary Mathematics
  • 4.3 Learner Characteristics, the Mathematics They Engage in and the Learning Outcomes They Achieve
  • 4.4 Implications from These Studies
  • 5 Implications
  • References
  • Individual Student Internal Contexts and Considerations for Mathematics Teaching and Learning
  • 1 Introduction
  • 2 Context
  • 3 Students' Internal Contexts
  • 4 Connections Among Individual Student Internal Contexts and Broader Social Scales
  • 5 Implications for Teachers
  • 6 Concluding Comments
  • References
  • External Context-Related Research: Digital Resources as Transformers of the Mathematics Teachers' Context
  • 1 Introduction
  • 2 Theoretical Frames guiding our Review
  • 2.1 Digital (Curriculum) Resources and Educational Technology
  • 2.2 Teachers' Professional Activity
  • 3 Evolution of Research about External Context Variables linked with Digital Resources and about their Influence on Teacher Work and Teacher Knowledge
  • 3.1 Educational Policies as Context for Teachers' Work with DCRs
  • 3.2 Teachers' Integration of Digital Resources
  • 3.3 Assessment, Digital Technologies and Digital Curriculum Resources
  • 4 On the Quality of Digital Curriculum Resources.
  • 4.1 Quality of Dynamic Mathematics Materials
  • 4.2 Quality of E-Textbooks
  • 4.3 Quality of Dynamic Mathematical Tasks
  • 4.4 Quality of Curriculum Programs
  • 5 Recent Developments and Future Directions for Research
  • 5.1 Introduction of Programming in the Mathematics Curricula Internationally and Consequences for Teachers
  • 5.2 Teacher Collaborative Activities
  • 5.3 Digital Resources in Mathematics Education, Equity, and COVID-19
  • 6 Conclusions
  • References
  • Competency Framework for the Qualification of Facilitators of Mathematics
  • 1 Introduction
  • 2 The Evolution of Framing Teachers' Professionalization
  • 2.1 PD in General Education
  • 2.2 PD in Mathematics Education
  • 3 Facilitators' Competencies-A New Presage Variable
  • 3.1 The Role of Facilitators
  • 3.2 Facilitators in General Adult Education
  • 3.3 Facilitators in Mathematics Education
  • 3.4 Facilitators' Competencies Framework
  • 4 Outlook
  • References
  • Continuing Evolution of Research on Teaching and Learning: Exploring Emerging Methods for Unpacking Research on Teachers, Teaching, and Learning
  • 1 Introduction
  • 2 Changing Methodologies
  • 3 Qualitative and Mixed Methods Research Methodologies
  • 4 Continuing to Develop Quantitatively: Emerging Psychometric Models
  • 5 Emerging Research Approaches
  • 6 Teaching Experiments
  • 6.1 What is It?
  • 6.2 Benefits and Limitations
  • 6.3 Examples
  • 7 Design-Based Research
  • 7.1 What is It?
  • 7.2 Benefits and Limitations
  • 7.3 Examples
  • 8 Cultural Historical Activity Theory
  • 8.1 What is It?
  • 8.2 Benefits and Limitations
  • 8.3 Examples
  • 9 Quantitative Ethnography
  • 9.1 What is It?
  • 9.2 Benefits and Limitations
  • 9.3 Examples
  • 10 Technology for Research
  • 11 Eye Tracking
  • 11.1 What is It?
  • 11.2 Benefits and Limitations
  • 11.3 Examples
  • 12 Dynamic Geometry Software
  • 12.1 What is It?.
  • 12.2 Benefits and Limitations.

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