The Mathematics Teacher in the Digital Era: International Research on Professional Learning and Practice: Mathematics Education in the Digital Era, cartea 16
Editat de Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclairen Limba Engleză Paperback – 3 mar 2024
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| Toate formatele și edițiile | Preț | Express |
|---|---|---|
| Paperback (2) | 416.13 lei 38-44 zile | |
| Springer International Publishing – 3 mar 2024 | 416.13 lei 38-44 zile | |
| SPRINGER NETHERLANDS – 27 sep 2016 | 896.28 lei 38-44 zile | |
| Hardback (1) | 429.28 lei 6-8 săpt. | |
| Springer International Publishing – 3 mar 2023 | 429.28 lei 6-8 săpt. |
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Specificații
ISBN-13: 9783031052569
ISBN-10: 3031052560
Pagini: 423
Ilustrații: XXX, 423 p. 115 illus., 84 illus. in color.
Dimensiuni: 155 x 235 mm
Ediția:2nd ed. 2022
Editura: Springer International Publishing
Colecția Springer
Seria Mathematics Education in the Digital Era
Locul publicării:Cham, Switzerland
ISBN-10: 3031052560
Pagini: 423
Ilustrații: XXX, 423 p. 115 illus., 84 illus. in color.
Dimensiuni: 155 x 235 mm
Ediția:2nd ed. 2022
Editura: Springer International Publishing
Colecția Springer
Seria Mathematics Education in the Digital Era
Locul publicării:Cham, Switzerland
Cuprins
1: Introduction.- 2: Designing Professional Development for Teaching Mathematics With Technology: A Multi-Level Approach to Foster Teacher and Facilitator Noticing.- 3: Using Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course.- 4: An Ensemble Approach to Studying the Teaching of Multiplication Using Touchtimes.- 5: Using First- and Second-Order Models to Characterise In-Service Teachers’ Video-Aided Reflection on Teaching and Learning with 3D Pens.- 6: Opportunities and Challenges that Silent Video Tasks Bring to the Mathematics Classroom.- Teaching Linear Equations with Technology: A Flipped Perspective.- 7: Tensions and Proximities in teaching and learning activities: Case study of a teacher’s implementation of tablet-based lesson.- 8: Digital Resources in Kindergarten Teachers’ Documents and Resource Systems: A Case Study in France.- 9: Analysis of Primary School Teachers’ Roles in the Dynamicsof Mathematics Lessons that Integrate Technology Resources in Challenging Socio-Economic Contexts.- 10: Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology.- 11: Instrumental Orchestration of the use of Programming Technology for Authentic Mathematics Investigation Projects.- 12: Researching Professional Trajectories Regarding the Integration of Digital Technologies: The Case of Vera, A Novice Mathematics Teacher.- 13:The Abrupt Transition to Online Mathematics Teaching due to the Covid-19 Pandemic: Listening to Latin American Teachers’ Voices.- 14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse Teachers' Collaborative Work with Researchers in Technological Settings.- 15:Revisiting Theories that Frame Research on Teaching Mathematics with Digital Technology.
Notă biografică
Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.
Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities,when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.
Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.
Textul de pe ultima copertă
This book brings together international research on school teachers’, and university lecturers’ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers’ digital skills, knowledge and classroom practices.
Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet.
Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.
Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities, when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.
Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.
Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet.
Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.
Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities, when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.
Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.
Caracteristici
Informs policy makers about curriculum innovation in digital mathematics technologies Links research and practice concerning digital technologies for mathematical learning Additional multimedia content accessible in browser or via SN More Media App
Recenzii
“There is no doubt that today we have entered the digital era, and that integrating this reality into mathematics education is no longer an option. … There is no doubt that this book well reflects the current state of the art in this area … . I recommend its reading to all those who are interested in technology focused teacher practices and teacher professional development.” (Michèle Artigue, Educational Studies in Mathematics, Vol. 90, 2015)
“It is useful to anyone who wants to get a clear picture of what we know about the uses of technology through the lens of the teacher in real mathematics classrooms … . It affords reading from multiple perspectives and promises to be a good tool for teacher education and post-graduate courses. It will also serve as an informative basis on which to engage in further research and acquire sensitivityto new contexts and technological developments for mathematics education.” (Chronis Kynigos, Technology, Knowledge and Learning, Vol. 19, 2014)
“It is useful to anyone who wants to get a clear picture of what we know about the uses of technology through the lens of the teacher in real mathematics classrooms … . It affords reading from multiple perspectives and promises to be a good tool for teacher education and post-graduate courses. It will also serve as an informative basis on which to engage in further research and acquire sensitivityto new contexts and technological developments for mathematics education.” (Chronis Kynigos, Technology, Knowledge and Learning, Vol. 19, 2014)