Proceedings of the 13th International Congress on Mathematical Education : : Icme-13.

Proceedings of the 13th International Congress on Mathematical Education : : Icme-13.

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Bibliographic Details
Superior document:ICME-13 Monographs
:
Kaiser, Gabriele.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2017.
©2017.
Year of Publication:2017
Edition:1st ed.
Language:English
Series:ICME-13 Monographs
Online Access:
Physical Description:1 online resource (735 pages)
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Table of 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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