Proceedings of the 13th International Congress on Mathematical Education : : Icme-13.
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2017. ©2017. |
Year of Publication: | 2017 |
Edition: | 1st ed. |
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Kaiser, Gabriele. Proceedings of the 13th International Congress on Mathematical Education : Icme-13. 1st ed. Cham : Springer International Publishing AG, 2017. ©2017. 1 online resource (735 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier ICME-13 Monographs Intro -- Contents -- Plenary Activities -- 1 Thirteenth International Congress on Mathematical Education: An Introduction -- Abstract -- Acknowledgements -- References -- 2 Uncovering the Special Mathematical Work of Teaching -- Abstract -- Introduction -- A Common Question: "How Much" Mathematics Do Teachers Need to Know? -- Recalibrating the Question by Reconsidering "Teaching" -- Seeing and Naming the Mathematical Work of Teaching -- The Work of Teaching in One Lesson -- What Is the (Mathematical) Work of Teaching? -- Conclusion -- Acknowledgements -- 3 Mathematics, Education, and Culture: A Contemporary Moral Imperative -- Abstract -- Introduction -- Theoretical Frame-Ecological Systems -- Examples -- References -- 4 Mathematics Classroom Studies: Multiple Lenses and Perspectives -- Abstract -- Background -- The Early Stages of Mathematics Classroom Studies in Singapore: The 1990s -- Kassel Project (1995-1996) -- A Study of Grade 5 Mathematics Lessons (1998-1999) -- The Learner's Perspective Study -- Instructional Approaches -- Students' Perceptions of Their Teachers' Teaching -- A Juxtaposition of Teachers' Practice and Students' Perception -- Traditional Teaching and East Asian Countries: Is the East Asian Stereotype an Accurate Guide to the Teaching of Mathematics in Singapore Schools? -- The CORE 2 Study in Singapore -- A Study of the Enacted School Mathematics Curriculum -- Conclusion -- References -- 5 "What is Mathematics?" and why we should ask, where one should experience and learn that, and how to teach it -- Abstract -- What Is Mathematics? -- Why Should We Care? -- The Image of Mathematics -- Four Images for "What Is Mathematics?" -- Teaching "What Is Mathematics" to Teachers -- The Panorama Project -- Telling Stories About Mathematics -- Three Times Mathematics at School? -- What Is Mathematics, Really? -- Acknowledgment. References -- 6 International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students' Learning -- Abstract -- Lesson 1: Promoting Students' Mathematical Literacy -- Country Profiles of the Processes of Mathematical Literacy -- What Curriculum Experiences Build Mathematical Literacy? -- Students' Disposition Towards Formal and Applied Mathematics -- Summary -- Lesson 2: Understanding Students' Thinking -- Problem-Solving Results -- Problem-Posing Results -- Summary -- Lesson 3: Changing Classroom Instruction -- Complementary Roles of the TIMSS Video Study and the Learner's Perspective Study -- Lesson Structures and Lesson Events -- Multiple Accounts of a Teacher's Practice -- Lessons for the Implementation of Mathematical Tasks -- Summary -- Lesson 4: Making Global Research Locally Meaningful-TIMSS in South Africa -- Mathematics Achievement Trends Over 20 Years -- Contextual Factors Influencing Educational Achievement -- Student Progression and Pathways Through Secondary School -- Future Directions for Learning from International Comparative Studies -- Improving Our Understanding of the Outcomes of Large-Scale Studies -- Investigating New Questions Through Small-Scale Studies -- Building the Capacity of Researchers -- References -- 7 Transitions in Mathematics Education: The Panel Debate -- Abstract -- Different Views on Transitions, a Survey -- Which Transitions? -- Continuity Versus Discontinuity in Learning Difficult Concepts -- Double Discontinuity Between Secondary School Mathematics and University Mathematics: Focusing on Mathematical Knowledge for Teaching -- Transitions Between Teaching Institutions -- Transitions Between in- and Out-of-School Mathematics -- Addressing Transition Questions with Different Perspectives -- The Transition from Arithmetic to Algebra. What Are Appropriate or Promising "Boundary Objects" that Can Play a Contributing Role in Helping Students to Make the Transition? -- What About Learning Technical, Procedural Work in the Acquisition of Concepts? How Does It Contribute to the Continuity/Discontinuity of the Learning Process? -- What Is the Possible Role of the Students (or Teachers) in Helping to Ease Transitions? -- Conclusion -- References -- Awardees' lectures -- 8 ICMI Awards Ceremony -- 9 Mathematics Discourse in Instruction (MDI): A Discursive Resource as Boundary Object Across Practices -- Abstract -- Introduction -- The Context -- Our Framework-Mathematics Discourse in Instruction -- Doing Our Research: Describing Teaching and Interpreting Shifts in Practice -- From MDI for Study of Teaching to MDI for Work on Teaching -- Doing Lesson Study -- MDI-Its Role and Nature as a Boundary Object -- Concluding Comments -- Acknowledgements -- References -- 10 The Challenging Relationship Between Fundamental Research and Action in Mathematics Education -- Abstract -- Introduction -- A Vision of Relationships Between Research and Action Emerging from a Particular Culture -- The Fundamental Role of Didactical Engineering -- An Example: Didactical Engineering for the Teaching of Differential Equations -- Issues of Reproducibility -- Issues of Generalization -- Issues of Theoretical Diversity -- Issues of Values -- Moving Forward -- Didactical Engineering and Design-Based Research -- The Increased Importance Taken by Socio-cultural and Anthropological Perspectives -- The Development of Research on Teachers' Practices -- The Development of Instrumental Approaches -- However … -- Conclusion -- References -- 11 Elementary Mathematicians from Advanced Standpoints-A Cultural Perspective on Mathematics Education -- Abstract -- Introduction -- Klein and Culture -- Elementary Mathematicians. Advanced Mathematical Education Standpoints -- Pedagogical Practices in Relation to Values and Valuing -- And Finally -- Acknowledgements -- References -- 12 Design and Development for Large-Scale Improvement -- Abstract -- Introduction -- The Shell Centre Approach -- Building an International Community -- Tasks in Mathematics Education -- Task Difficulty -- 'Expert', 'Apprentice' and 'Novice' Tasks -- Learning Goals and Task Genres -- Developing Design -- Developing Conceptual Understanding and Logical Reasoning -- Diagnostic Teaching Research and Development -- Formative Assessment -- The Design of Concept Development Lessons -- Developing Strategies for Problem Solving -- Structure of a Problem Solving Lesson -- Problem Solving Tasks: Counting Trees and Cats and Kittens -- Tools for Supporting Systemic Change -- Tools for Professional Development -- Strategic Design Opportunities -- Structural Design Tactics -- Design and Development Tactics-and Costs -- The Case for "Big Education" -- References -- 13 Making Sense of Mathematics Achievement in East Asia: Does Culture Really Matter? -- Abstract -- Introduction: The Superior Mathematics Achievement of East Asian Students in International Studies -- A Cultural Explanation of the Superior Mathematics Achievement of East Asian Students -- Do These East Asian Countries Form a Cluster? -- Discussion -- Does Culture Really Affect Mathematics Achievement? -- What Is Culture? -- The Crucial Role of Language -- Language Competence and Mathematics Achievement -- The Theoretical/Hypothetical Approach -- The Empirical Approach -- Clinical Studies -- Neuroscience Studies -- The Influence of the Chinese and English Languages on Students' Processing of Mathematics -- The Research Questions of the Research Project are: -- Design of the Study -- Social Network Analysis -- Eye-Tracking Study -- Data Analysis. Significance of the Study and Further Research -- Conclusion -- References -- Reports of the Survey Teams -- 14 Digital Technology in Mathematics Education: Research over the Last Decade -- Abstract -- Introduction -- Methodology -- Trends of Development -- Use of Mobile Technologies in Mathematics Teaching and Learning -- MOOCS in Mathematics Education -- Digital Library and Designing Learning Objects in Mathematics Education -- Using Technology in Collaborative Learning -- Math-for-Teachers as a Blended Course: An Elementary Teacher Education Case from Canada -- Conclusions and Perspective -- References -- 15 Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research -- Abstract -- Introduction: What Are the Issues? -- Answers to the Main Question -- Historical Excursion -- Recent Trends -- Mathematical Competencies (and Their Relatives) -- Aspects of Research Concerning Mathematical Competencies -- Competencies and National Mathematics Curricula -- Challenges to Implementation -- Perspectives and Concluding Remarks -- References -- 16 Assistance of Students with Mathematical Learning Difficulties-How Can Research Support Practice?-A Summary -- Abstract -- Introduction: Mathematics Learning, Special Education and Inclusion-Setting the Scene -- Mathematical Learning Difficulties: Definitions and Usage -- Effective Mathematics Teaching for All Students -- What Do We Know About Effective Teaching Practices in Mathematics Classrooms?-Intervention Studies -- Inclusive Education -- Substantial and Rich Learning Environments-Multiple Opportunities -- Conclusions and Perspectives -- References -- 17 Mathematics Teachers Working and Learning Through Collaboration -- Abstract -- ICME-13 Theme-Mathematics Teachers Working and Learning Through Collaboration -- Introduction -- Methodology Adopted for This Survey. Theme 1: Different Contexts and Features. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Print version: Kaiser, Gabriele Proceedings of the 13th International Congress on Mathematical Education Cham : Springer International Publishing AG,c2017 9783319625966 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6422584 Click to View |
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Kaiser, Gabriele. |
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Kaiser, Gabriele. Proceedings of the 13th International Congress on Mathematical Education : Icme-13. ICME-13 Monographs Intro -- Contents -- Plenary Activities -- 1 Thirteenth International Congress on Mathematical Education: An Introduction -- Abstract -- Acknowledgements -- References -- 2 Uncovering the Special Mathematical Work of Teaching -- Abstract -- Introduction -- A Common Question: "How Much" Mathematics Do Teachers Need to Know? -- Recalibrating the Question by Reconsidering "Teaching" -- Seeing and Naming the Mathematical Work of Teaching -- The Work of Teaching in One Lesson -- What Is the (Mathematical) Work of Teaching? -- Conclusion -- Acknowledgements -- 3 Mathematics, Education, and Culture: A Contemporary Moral Imperative -- Abstract -- Introduction -- Theoretical Frame-Ecological Systems -- Examples -- References -- 4 Mathematics Classroom Studies: Multiple Lenses and Perspectives -- Abstract -- Background -- The Early Stages of Mathematics Classroom Studies in Singapore: The 1990s -- Kassel Project (1995-1996) -- A Study of Grade 5 Mathematics Lessons (1998-1999) -- The Learner's Perspective Study -- Instructional Approaches -- Students' Perceptions of Their Teachers' Teaching -- A Juxtaposition of Teachers' Practice and Students' Perception -- Traditional Teaching and East Asian Countries: Is the East Asian Stereotype an Accurate Guide to the Teaching of Mathematics in Singapore Schools? -- The CORE 2 Study in Singapore -- A Study of the Enacted School Mathematics Curriculum -- Conclusion -- References -- 5 "What is Mathematics?" and why we should ask, where one should experience and learn that, and how to teach it -- Abstract -- What Is Mathematics? -- Why Should We Care? -- The Image of Mathematics -- Four Images for "What Is Mathematics?" -- Teaching "What Is Mathematics" to Teachers -- The Panorama Project -- Telling Stories About Mathematics -- Three Times Mathematics at School? -- What Is Mathematics, Really? -- Acknowledgment. References -- 6 International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students' Learning -- Abstract -- Lesson 1: Promoting Students' Mathematical Literacy -- Country Profiles of the Processes of Mathematical Literacy -- What Curriculum Experiences Build Mathematical Literacy? -- Students' Disposition Towards Formal and Applied Mathematics -- Summary -- Lesson 2: Understanding Students' Thinking -- Problem-Solving Results -- Problem-Posing Results -- Summary -- Lesson 3: Changing Classroom Instruction -- Complementary Roles of the TIMSS Video Study and the Learner's Perspective Study -- Lesson Structures and Lesson Events -- Multiple Accounts of a Teacher's Practice -- Lessons for the Implementation of Mathematical Tasks -- Summary -- Lesson 4: Making Global Research Locally Meaningful-TIMSS in South Africa -- Mathematics Achievement Trends Over 20 Years -- Contextual Factors Influencing Educational Achievement -- Student Progression and Pathways Through Secondary School -- Future Directions for Learning from International Comparative Studies -- Improving Our Understanding of the Outcomes of Large-Scale Studies -- Investigating New Questions Through Small-Scale Studies -- Building the Capacity of Researchers -- References -- 7 Transitions in Mathematics Education: The Panel Debate -- Abstract -- Different Views on Transitions, a Survey -- Which Transitions? -- Continuity Versus Discontinuity in Learning Difficult Concepts -- Double Discontinuity Between Secondary School Mathematics and University Mathematics: Focusing on Mathematical Knowledge for Teaching -- Transitions Between Teaching Institutions -- Transitions Between in- and Out-of-School Mathematics -- Addressing Transition Questions with Different Perspectives -- The Transition from Arithmetic to Algebra. What Are Appropriate or Promising "Boundary Objects" that Can Play a Contributing Role in Helping Students to Make the Transition? -- What About Learning Technical, Procedural Work in the Acquisition of Concepts? How Does It Contribute to the Continuity/Discontinuity of the Learning Process? -- What Is the Possible Role of the Students (or Teachers) in Helping to Ease Transitions? -- Conclusion -- References -- Awardees' lectures -- 8 ICMI Awards Ceremony -- 9 Mathematics Discourse in Instruction (MDI): A Discursive Resource as Boundary Object Across Practices -- Abstract -- Introduction -- The Context -- Our Framework-Mathematics Discourse in Instruction -- Doing Our Research: Describing Teaching and Interpreting Shifts in Practice -- From MDI for Study of Teaching to MDI for Work on Teaching -- Doing Lesson Study -- MDI-Its Role and Nature as a Boundary Object -- Concluding Comments -- Acknowledgements -- References -- 10 The Challenging Relationship Between Fundamental Research and Action in Mathematics Education -- Abstract -- Introduction -- A Vision of Relationships Between Research and Action Emerging from a Particular Culture -- The Fundamental Role of Didactical Engineering -- An Example: Didactical Engineering for the Teaching of Differential Equations -- Issues of Reproducibility -- Issues of Generalization -- Issues of Theoretical Diversity -- Issues of Values -- Moving Forward -- Didactical Engineering and Design-Based Research -- The Increased Importance Taken by Socio-cultural and Anthropological Perspectives -- The Development of Research on Teachers' Practices -- The Development of Instrumental Approaches -- However … -- Conclusion -- References -- 11 Elementary Mathematicians from Advanced Standpoints-A Cultural Perspective on Mathematics Education -- Abstract -- Introduction -- Klein and Culture -- Elementary Mathematicians. Advanced Mathematical Education Standpoints -- Pedagogical Practices in Relation to Values and Valuing -- And Finally -- Acknowledgements -- References -- 12 Design and Development for Large-Scale Improvement -- Abstract -- Introduction -- The Shell Centre Approach -- Building an International Community -- Tasks in Mathematics Education -- Task Difficulty -- 'Expert', 'Apprentice' and 'Novice' Tasks -- Learning Goals and Task Genres -- Developing Design -- Developing Conceptual Understanding and Logical Reasoning -- Diagnostic Teaching Research and Development -- Formative Assessment -- The Design of Concept Development Lessons -- Developing Strategies for Problem Solving -- Structure of a Problem Solving Lesson -- Problem Solving Tasks: Counting Trees and Cats and Kittens -- Tools for Supporting Systemic Change -- Tools for Professional Development -- Strategic Design Opportunities -- Structural Design Tactics -- Design and Development Tactics-and Costs -- The Case for "Big Education" -- References -- 13 Making Sense of Mathematics Achievement in East Asia: Does Culture Really Matter? -- Abstract -- Introduction: The Superior Mathematics Achievement of East Asian Students in International Studies -- A Cultural Explanation of the Superior Mathematics Achievement of East Asian Students -- Do These East Asian Countries Form a Cluster? -- Discussion -- Does Culture Really Affect Mathematics Achievement? -- What Is Culture? -- The Crucial Role of Language -- Language Competence and Mathematics Achievement -- The Theoretical/Hypothetical Approach -- The Empirical Approach -- Clinical Studies -- Neuroscience Studies -- The Influence of the Chinese and English Languages on Students' Processing of Mathematics -- The Research Questions of the Research Project are: -- Design of the Study -- Social Network Analysis -- Eye-Tracking Study -- Data Analysis. Significance of the Study and Further Research -- Conclusion -- References -- Reports of the Survey Teams -- 14 Digital Technology in Mathematics Education: Research over the Last Decade -- Abstract -- Introduction -- Methodology -- Trends of Development -- Use of Mobile Technologies in Mathematics Teaching and Learning -- MOOCS in Mathematics Education -- Digital Library and Designing Learning Objects in Mathematics Education -- Using Technology in Collaborative Learning -- Math-for-Teachers as a Blended Course: An Elementary Teacher Education Case from Canada -- Conclusions and Perspective -- References -- 15 Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research -- Abstract -- Introduction: What Are the Issues? -- Answers to the Main Question -- Historical Excursion -- Recent Trends -- Mathematical Competencies (and Their Relatives) -- Aspects of Research Concerning Mathematical Competencies -- Competencies and National Mathematics Curricula -- Challenges to Implementation -- Perspectives and Concluding Remarks -- References -- 16 Assistance of Students with Mathematical Learning Difficulties-How Can Research Support Practice?-A Summary -- Abstract -- Introduction: Mathematics Learning, Special Education and Inclusion-Setting the Scene -- Mathematical Learning Difficulties: Definitions and Usage -- Effective Mathematics Teaching for All Students -- What Do We Know About Effective Teaching Practices in Mathematics Classrooms?-Intervention Studies -- Inclusive Education -- Substantial and Rich Learning Environments-Multiple Opportunities -- Conclusions and Perspectives -- References -- 17 Mathematics Teachers Working and Learning Through Collaboration -- Abstract -- ICME-13 Theme-Mathematics Teachers Working and Learning Through Collaboration -- Introduction -- Methodology Adopted for This Survey. Theme 1: Different Contexts and Features. |
author_facet |
Kaiser, Gabriele. |
author_variant |
g k gk |
author_sort |
Kaiser, Gabriele. |
title |
Proceedings of the 13th International Congress on Mathematical Education : Icme-13. |
title_sub |
Icme-13. |
title_full |
Proceedings of the 13th International Congress on Mathematical Education : Icme-13. |
title_fullStr |
Proceedings of the 13th International Congress on Mathematical Education : Icme-13. |
title_full_unstemmed |
Proceedings of the 13th International Congress on Mathematical Education : Icme-13. |
title_auth |
Proceedings of the 13th International Congress on Mathematical Education : Icme-13. |
title_new |
Proceedings of the 13th International Congress on Mathematical Education : |
title_sort |
proceedings of the 13th international congress on mathematical education : icme-13. |
series |
ICME-13 Monographs |
series2 |
ICME-13 Monographs |
publisher |
Springer International Publishing AG, |
publishDate |
2017 |
physical |
1 online resource (735 pages) |
edition |
1st ed. |
contents |
Intro -- Contents -- Plenary Activities -- 1 Thirteenth International Congress on Mathematical Education: An Introduction -- Abstract -- Acknowledgements -- References -- 2 Uncovering the Special Mathematical Work of Teaching -- Abstract -- Introduction -- A Common Question: "How Much" Mathematics Do Teachers Need to Know? -- Recalibrating the Question by Reconsidering "Teaching" -- Seeing and Naming the Mathematical Work of Teaching -- The Work of Teaching in One Lesson -- What Is the (Mathematical) Work of Teaching? -- Conclusion -- Acknowledgements -- 3 Mathematics, Education, and Culture: A Contemporary Moral Imperative -- Abstract -- Introduction -- Theoretical Frame-Ecological Systems -- Examples -- References -- 4 Mathematics Classroom Studies: Multiple Lenses and Perspectives -- Abstract -- Background -- The Early Stages of Mathematics Classroom Studies in Singapore: The 1990s -- Kassel Project (1995-1996) -- A Study of Grade 5 Mathematics Lessons (1998-1999) -- The Learner's Perspective Study -- Instructional Approaches -- Students' Perceptions of Their Teachers' Teaching -- A Juxtaposition of Teachers' Practice and Students' Perception -- Traditional Teaching and East Asian Countries: Is the East Asian Stereotype an Accurate Guide to the Teaching of Mathematics in Singapore Schools? -- The CORE 2 Study in Singapore -- A Study of the Enacted School Mathematics Curriculum -- Conclusion -- References -- 5 "What is Mathematics?" and why we should ask, where one should experience and learn that, and how to teach it -- Abstract -- What Is Mathematics? -- Why Should We Care? -- The Image of Mathematics -- Four Images for "What Is Mathematics?" -- Teaching "What Is Mathematics" to Teachers -- The Panorama Project -- Telling Stories About Mathematics -- Three Times Mathematics at School? -- What Is Mathematics, Really? -- Acknowledgment. References -- 6 International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students' Learning -- Abstract -- Lesson 1: Promoting Students' Mathematical Literacy -- Country Profiles of the Processes of Mathematical Literacy -- What Curriculum Experiences Build Mathematical Literacy? -- Students' Disposition Towards Formal and Applied Mathematics -- Summary -- Lesson 2: Understanding Students' Thinking -- Problem-Solving Results -- Problem-Posing Results -- Summary -- Lesson 3: Changing Classroom Instruction -- Complementary Roles of the TIMSS Video Study and the Learner's Perspective Study -- Lesson Structures and Lesson Events -- Multiple Accounts of a Teacher's Practice -- Lessons for the Implementation of Mathematical Tasks -- Summary -- Lesson 4: Making Global Research Locally Meaningful-TIMSS in South Africa -- Mathematics Achievement Trends Over 20 Years -- Contextual Factors Influencing Educational Achievement -- Student Progression and Pathways Through Secondary School -- Future Directions for Learning from International Comparative Studies -- Improving Our Understanding of the Outcomes of Large-Scale Studies -- Investigating New Questions Through Small-Scale Studies -- Building the Capacity of Researchers -- References -- 7 Transitions in Mathematics Education: The Panel Debate -- Abstract -- Different Views on Transitions, a Survey -- Which Transitions? -- Continuity Versus Discontinuity in Learning Difficult Concepts -- Double Discontinuity Between Secondary School Mathematics and University Mathematics: Focusing on Mathematical Knowledge for Teaching -- Transitions Between Teaching Institutions -- Transitions Between in- and Out-of-School Mathematics -- Addressing Transition Questions with Different Perspectives -- The Transition from Arithmetic to Algebra. What Are Appropriate or Promising "Boundary Objects" that Can Play a Contributing Role in Helping Students to Make the Transition? -- What About Learning Technical, Procedural Work in the Acquisition of Concepts? How Does It Contribute to the Continuity/Discontinuity of the Learning Process? -- What Is the Possible Role of the Students (or Teachers) in Helping to Ease Transitions? -- Conclusion -- References -- Awardees' lectures -- 8 ICMI Awards Ceremony -- 9 Mathematics Discourse in Instruction (MDI): A Discursive Resource as Boundary Object Across Practices -- Abstract -- Introduction -- The Context -- Our Framework-Mathematics Discourse in Instruction -- Doing Our Research: Describing Teaching and Interpreting Shifts in Practice -- From MDI for Study of Teaching to MDI for Work on Teaching -- Doing Lesson Study -- MDI-Its Role and Nature as a Boundary Object -- Concluding Comments -- Acknowledgements -- References -- 10 The Challenging Relationship Between Fundamental Research and Action in Mathematics Education -- Abstract -- Introduction -- A Vision of Relationships Between Research and Action Emerging from a Particular Culture -- The Fundamental Role of Didactical Engineering -- An Example: Didactical Engineering for the Teaching of Differential Equations -- Issues of Reproducibility -- Issues of Generalization -- Issues of Theoretical Diversity -- Issues of Values -- Moving Forward -- Didactical Engineering and Design-Based Research -- The Increased Importance Taken by Socio-cultural and Anthropological Perspectives -- The Development of Research on Teachers' Practices -- The Development of Instrumental Approaches -- However … -- Conclusion -- References -- 11 Elementary Mathematicians from Advanced Standpoints-A Cultural Perspective on Mathematics Education -- Abstract -- Introduction -- Klein and Culture -- Elementary Mathematicians. Advanced Mathematical Education Standpoints -- Pedagogical Practices in Relation to Values and Valuing -- And Finally -- Acknowledgements -- References -- 12 Design and Development for Large-Scale Improvement -- Abstract -- Introduction -- The Shell Centre Approach -- Building an International Community -- Tasks in Mathematics Education -- Task Difficulty -- 'Expert', 'Apprentice' and 'Novice' Tasks -- Learning Goals and Task Genres -- Developing Design -- Developing Conceptual Understanding and Logical Reasoning -- Diagnostic Teaching Research and Development -- Formative Assessment -- The Design of Concept Development Lessons -- Developing Strategies for Problem Solving -- Structure of a Problem Solving Lesson -- Problem Solving Tasks: Counting Trees and Cats and Kittens -- Tools for Supporting Systemic Change -- Tools for Professional Development -- Strategic Design Opportunities -- Structural Design Tactics -- Design and Development Tactics-and Costs -- The Case for "Big Education" -- References -- 13 Making Sense of Mathematics Achievement in East Asia: Does Culture Really Matter? -- Abstract -- Introduction: The Superior Mathematics Achievement of East Asian Students in International Studies -- A Cultural Explanation of the Superior Mathematics Achievement of East Asian Students -- Do These East Asian Countries Form a Cluster? -- Discussion -- Does Culture Really Affect Mathematics Achievement? -- What Is Culture? -- The Crucial Role of Language -- Language Competence and Mathematics Achievement -- The Theoretical/Hypothetical Approach -- The Empirical Approach -- Clinical Studies -- Neuroscience Studies -- The Influence of the Chinese and English Languages on Students' Processing of Mathematics -- The Research Questions of the Research Project are: -- Design of the Study -- Social Network Analysis -- Eye-Tracking Study -- Data Analysis. Significance of the Study and Further Research -- Conclusion -- References -- Reports of the Survey Teams -- 14 Digital Technology in Mathematics Education: Research over the Last Decade -- Abstract -- Introduction -- Methodology -- Trends of Development -- Use of Mobile Technologies in Mathematics Teaching and Learning -- MOOCS in Mathematics Education -- Digital Library and Designing Learning Objects in Mathematics Education -- Using Technology in Collaborative Learning -- Math-for-Teachers as a Blended Course: An Elementary Teacher Education Case from Canada -- Conclusions and Perspective -- References -- 15 Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research -- Abstract -- Introduction: What Are the Issues? -- Answers to the Main Question -- Historical Excursion -- Recent Trends -- Mathematical Competencies (and Their Relatives) -- Aspects of Research Concerning Mathematical Competencies -- Competencies and National Mathematics Curricula -- Challenges to Implementation -- Perspectives and Concluding Remarks -- References -- 16 Assistance of Students with Mathematical Learning Difficulties-How Can Research Support Practice?-A Summary -- Abstract -- Introduction: Mathematics Learning, Special Education and Inclusion-Setting the Scene -- Mathematical Learning Difficulties: Definitions and Usage -- Effective Mathematics Teaching for All Students -- What Do We Know About Effective Teaching Practices in Mathematics Classrooms?-Intervention Studies -- Inclusive Education -- Substantial and Rich Learning Environments-Multiple Opportunities -- Conclusions and Perspectives -- References -- 17 Mathematics Teachers Working and Learning Through Collaboration -- Abstract -- ICME-13 Theme-Mathematics Teachers Working and Learning Through Collaboration -- Introduction -- Methodology Adopted for This Survey. Theme 1: Different Contexts and Features. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>11079nam a22004573i 4500</leader><controlfield tag="001">5006422584</controlfield><controlfield tag="003">MiAaPQ</controlfield><controlfield tag="005">20240229073837.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr cnu||||||||</controlfield><controlfield tag="008">240229s2017 xx o ||||0 eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9783319625973</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9783319625966</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)5006422584</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL6422584</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1168078222</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">QA10.92-20</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Kaiser, Gabriele.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Proceedings of the 13th International Congress on Mathematical Education :</subfield><subfield code="b">Icme-13.</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Cham :</subfield><subfield code="b">Springer International Publishing AG,</subfield><subfield code="c">2017.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2017.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (735 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">ICME-13 Monographs</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Intro -- Contents -- Plenary Activities -- 1 Thirteenth International Congress on Mathematical Education: An Introduction -- Abstract -- Acknowledgements -- References -- 2 Uncovering the Special Mathematical Work of Teaching -- Abstract -- Introduction -- A Common Question: "How Much" Mathematics Do Teachers Need to Know? -- Recalibrating the Question by Reconsidering "Teaching" -- Seeing and Naming the Mathematical Work of Teaching -- The Work of Teaching in One Lesson -- What Is the (Mathematical) Work of Teaching? -- Conclusion -- Acknowledgements -- 3 Mathematics, Education, and Culture: A Contemporary Moral Imperative -- Abstract -- Introduction -- Theoretical Frame-Ecological Systems -- Examples -- References -- 4 Mathematics Classroom Studies: Multiple Lenses and Perspectives -- Abstract -- Background -- The Early Stages of Mathematics Classroom Studies in Singapore: The 1990s -- Kassel Project (1995-1996) -- A Study of Grade 5 Mathematics Lessons (1998-1999) -- The Learner's Perspective Study -- Instructional Approaches -- Students' Perceptions of Their Teachers' Teaching -- A Juxtaposition of Teachers' Practice and Students' Perception -- Traditional Teaching and East Asian Countries: Is the East Asian Stereotype an Accurate Guide to the Teaching of Mathematics in Singapore Schools? -- The CORE 2 Study in Singapore -- A Study of the Enacted School Mathematics Curriculum -- Conclusion -- References -- 5 "What is Mathematics?" and why we should ask, where one should experience and learn that, and how to teach it -- Abstract -- What Is Mathematics? -- Why Should We Care? -- The Image of Mathematics -- Four Images for "What Is Mathematics?" -- Teaching "What Is Mathematics" to Teachers -- The Panorama Project -- Telling Stories About Mathematics -- Three Times Mathematics at School? -- What Is Mathematics, Really? -- Acknowledgment.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">References -- 6 International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students' Learning -- Abstract -- Lesson 1: Promoting Students' Mathematical Literacy -- Country Profiles of the Processes of Mathematical Literacy -- What Curriculum Experiences Build Mathematical Literacy? -- Students' Disposition Towards Formal and Applied Mathematics -- Summary -- Lesson 2: Understanding Students' Thinking -- Problem-Solving Results -- Problem-Posing Results -- Summary -- Lesson 3: Changing Classroom Instruction -- Complementary Roles of the TIMSS Video Study and the Learner's Perspective Study -- Lesson Structures and Lesson Events -- Multiple Accounts of a Teacher's Practice -- Lessons for the Implementation of Mathematical Tasks -- Summary -- Lesson 4: Making Global Research Locally Meaningful-TIMSS in South Africa -- Mathematics Achievement Trends Over 20 Years -- Contextual Factors Influencing Educational Achievement -- Student Progression and Pathways Through Secondary School -- Future Directions for Learning from International Comparative Studies -- Improving Our Understanding of the Outcomes of Large-Scale Studies -- Investigating New Questions Through Small-Scale Studies -- Building the Capacity of Researchers -- References -- 7 Transitions in Mathematics Education: The Panel Debate -- Abstract -- Different Views on Transitions, a Survey -- Which Transitions? -- Continuity Versus Discontinuity in Learning Difficult Concepts -- Double Discontinuity Between Secondary School Mathematics and University Mathematics: Focusing on Mathematical Knowledge for Teaching -- Transitions Between Teaching Institutions -- Transitions Between in- and Out-of-School Mathematics -- Addressing Transition Questions with Different Perspectives -- The Transition from Arithmetic to Algebra.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">What Are Appropriate or Promising "Boundary Objects" that Can Play a Contributing Role in Helping Students to Make the Transition? -- What About Learning Technical, Procedural Work in the Acquisition of Concepts? How Does It Contribute to the Continuity/Discontinuity of the Learning Process? -- What Is the Possible Role of the Students (or Teachers) in Helping to Ease Transitions? -- Conclusion -- References -- Awardees' lectures -- 8 ICMI Awards Ceremony -- 9 Mathematics Discourse in Instruction (MDI): A Discursive Resource as Boundary Object Across Practices -- Abstract -- Introduction -- The Context -- Our Framework-Mathematics Discourse in Instruction -- Doing Our Research: Describing Teaching and Interpreting Shifts in Practice -- From MDI for Study of Teaching to MDI for Work on Teaching -- Doing Lesson Study -- MDI-Its Role and Nature as a Boundary Object -- Concluding Comments -- Acknowledgements -- References -- 10 The Challenging Relationship Between Fundamental Research and Action in Mathematics Education -- Abstract -- Introduction -- A Vision of Relationships Between Research and Action Emerging from a Particular Culture -- The Fundamental Role of Didactical Engineering -- An Example: Didactical Engineering for the Teaching of Differential Equations -- Issues of Reproducibility -- Issues of Generalization -- Issues of Theoretical Diversity -- Issues of Values -- Moving Forward -- Didactical Engineering and Design-Based Research -- The Increased Importance Taken by Socio-cultural and Anthropological Perspectives -- The Development of Research on Teachers' Practices -- The Development of Instrumental Approaches -- However … -- Conclusion -- References -- 11 Elementary Mathematicians from Advanced Standpoints-A Cultural Perspective on Mathematics Education -- Abstract -- Introduction -- Klein and Culture -- Elementary Mathematicians.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Advanced Mathematical Education Standpoints -- Pedagogical Practices in Relation to Values and Valuing -- And Finally -- Acknowledgements -- References -- 12 Design and Development for Large-Scale Improvement -- Abstract -- Introduction -- The Shell Centre Approach -- Building an International Community -- Tasks in Mathematics Education -- Task Difficulty -- 'Expert', 'Apprentice' and 'Novice' Tasks -- Learning Goals and Task Genres -- Developing Design -- Developing Conceptual Understanding and Logical Reasoning -- Diagnostic Teaching Research and Development -- Formative Assessment -- The Design of Concept Development Lessons -- Developing Strategies for Problem Solving -- Structure of a Problem Solving Lesson -- Problem Solving Tasks: Counting Trees and Cats and Kittens -- Tools for Supporting Systemic Change -- Tools for Professional Development -- Strategic Design Opportunities -- Structural Design Tactics -- Design and Development Tactics-and Costs -- The Case for "Big Education" -- References -- 13 Making Sense of Mathematics Achievement in East Asia: Does Culture Really Matter? -- Abstract -- Introduction: The Superior Mathematics Achievement of East Asian Students in International Studies -- A Cultural Explanation of the Superior Mathematics Achievement of East Asian Students -- Do These East Asian Countries Form a Cluster? -- Discussion -- Does Culture Really Affect Mathematics Achievement? -- What Is Culture? -- The Crucial Role of Language -- Language Competence and Mathematics Achievement -- The Theoretical/Hypothetical Approach -- The Empirical Approach -- Clinical Studies -- Neuroscience Studies -- The Influence of the Chinese and English Languages on Students' Processing of Mathematics -- The Research Questions of the Research Project are: -- Design of the Study -- Social Network Analysis -- Eye-Tracking Study -- Data Analysis.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Significance of the Study and Further Research -- Conclusion -- References -- Reports of the Survey Teams -- 14 Digital Technology in Mathematics Education: Research over the Last Decade -- Abstract -- Introduction -- Methodology -- Trends of Development -- Use of Mobile Technologies in Mathematics Teaching and Learning -- MOOCS in Mathematics Education -- Digital Library and Designing Learning Objects in Mathematics Education -- Using Technology in Collaborative Learning -- Math-for-Teachers as a Blended Course: An Elementary Teacher Education Case from Canada -- Conclusions and Perspective -- References -- 15 Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research -- Abstract -- Introduction: What Are the Issues? -- Answers to the Main Question -- Historical Excursion -- Recent Trends -- Mathematical Competencies (and Their Relatives) -- Aspects of Research Concerning Mathematical Competencies -- Competencies and National Mathematics Curricula -- Challenges to Implementation -- Perspectives and Concluding Remarks -- References -- 16 Assistance of Students with Mathematical Learning Difficulties-How Can Research Support Practice?-A Summary -- Abstract -- Introduction: Mathematics Learning, Special Education and Inclusion-Setting the Scene -- Mathematical Learning Difficulties: Definitions and Usage -- Effective Mathematics Teaching for All Students -- What Do We Know About Effective Teaching Practices in Mathematics Classrooms?-Intervention Studies -- Inclusive Education -- Substantial and Rich Learning Environments-Multiple Opportunities -- Conclusions and Perspectives -- References -- 17 Mathematics Teachers Working and Learning Through Collaboration -- Abstract -- ICME-13 Theme-Mathematics Teachers Working and Learning Through Collaboration -- Introduction -- Methodology Adopted for This Survey.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Theme 1: Different Contexts and Features.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="590" ind1=" " ind2=" "><subfield code="a">Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. </subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Kaiser, Gabriele</subfield><subfield code="t">Proceedings of the 13th International Congress on Mathematical Education</subfield><subfield code="d">Cham : Springer International Publishing AG,c2017</subfield><subfield code="z">9783319625966</subfield></datafield><datafield tag="797" ind1="2" ind2=" "><subfield code="a">ProQuest (Firm)</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">ICME-13 Monographs</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6422584</subfield><subfield code="z">Click to View</subfield></datafield></record></collection> |