Teaching and Learning Secondary School Mathematics Canadian Perspectives in an International Context /
This volume brings together recent research and commentary in secondary school mathematics from a breadth of contemporary Canadian and International researchers and educators. It is both representative of mathematics education generally, as well as unique to the particular geography and culture of C...
| Συγγραφή απο Οργανισμό/Αρχή: | |
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| Άλλοι συγγραφείς: | , , |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
Cham :
Springer International Publishing : Imprint: Springer,
2018.
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| Έκδοση: | 1st ed. 2018. |
| Σειρά: | Advances in Mathematics Education,
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| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- Front matter
- Series Preface (Gabriele Kaiser and Bharath Sriraman)
- Preface. A northern vision of mathematics education (Ann Kajander, Jennifer Holm and Egan J. Chernoff)
- Foreword (Edward Doolittle)
- Part I. The Changing Landscape of Teaching and Learning Mathematics
- Part I preface. On changing the landscape: Ecclesiastes vs. Heraclitus (Rina Zazkis and Nathalie Sinclair)
- Part I preface (Walter Whiteley)
- Powerful stories: The hitchhiker's guide to the secondary mathematics curriculum landscape (Peter Taylor, Divya Lala, Kariane Ouellet, and Stefanie Knebel )
- On teaching and learning mathematics from a cultural-historical perspective (Luis Radford, Isaias Miranda, and Gilbert Lacroix)
- Indigenous perspectives in school mathematics: From intellect to wisdom (Glen Aikenhead)
- Live(d) topographies: The emergent and dynamical nature of ideas in secondary mathematics classes (Jennifer S. Thom and Florence Glanfield)
- Drawing upon Indigenous knowledges to transform the secondary mathematics classroom (Lisa Lunney Borden)
- A teacher's view It's a path, not a gap: A relationship-based approach to math and well-being (Tom Boland and David Tranter)
- Part I commentary. The changing landscape of teaching and learning mathematics (Luckson M. Kaino (South Africa)
- Part II. Shifting to a culture of inclusion
- Part II preface. The particular, the generic and the general once more:
- Looking into aspects of Canadian mathematics classrooms (David Pimm)
- Steps toward a more inclusive mathematics pedagogy (Brent Davis, Jo Towers, Rohan Karpe, Michelle Drefs, Olive Chapman,and Sharon Friesen)
- Learning mathematics when students are new to schooling and new to English (Richard Barwell, Kathryn Kubota-Zarivnij, and Debbie Culotta)
- Introduction to students at risk: Case studies of often unheard students (Ann Kajander)
- Building capacity in grade 9 mathematics: Case studies from a Collaborative Inquiry Project in Applied level mathematics (Douglas McDougall and Sue Ferguson)
- Success in Grade 9 Applied mathematics courses (Alison Macaulay)
- Reflecting on good mathematics teaching: Knowing, nurturing, noticing (Susan Oesterle)
- Mathematical mindsets for the teaching and learning of mathematics (Jamie S. Pyper)
- Considering Indigenous perspectives and mathematics education: Stories of our experiences as teachers and teacher educators (Gladys Sterenberg and Kevin O'Connor)
- A teacher's view
- An unexpected adventure (Jarron Childs and Jennifer Holm)
- Part II commentary
- Shifting to a culture of inclusion (Kim Beswick (Australia))
- Part III: Fostering Relationships
- Part III preface. Building relationships through an ethic of care: Insights from the work of Julie Long (Elaine Simmt)
- Culturing affect, affective cultures (Wolff-Michael Roth)
- Support to thrive: Raising resilience in students in secondary schools (Kingsley Hurlington)
- Digital technology in teaching mathematical competency: A paradigm shift (Sean Chorney)
- Considering both academic and social domains: Increasing student engagement in at-risk classrooms (Limin Jao)
- A teacher's view
- My favourite mistakes: Experiences teaching Cree students in northern communities (Michael Newell)
- Part III commentary
- Fostering relationships in the work of teaching mathematics (Reidar Mosvold (Norway))
- Part IV: Enhancing Problem-based learning
- Part IV preface
- Enhancing problem-based learning (Tom Kieren)
- Building thinking classrooms (Peter Liljedahl)
- Teaching mathematics and developing citizenship: How to use contexts to enhance problem-based learning (Annie Savard)
- Teaching probability in junior high school through problem solving: Construction and analysis of a probabilistic problem (Vincent Martin, Izabella Oliveira, and Laurent Theis )
- Bottles and bridges: Sample classroom tasks created by beginning teachers (Abrahim Abu Atiya, Natasha Luca, and Ann Kajander)
- Promoting students' reasoning about statistical inference through engagement with a problem-based instructional activity involving the use of TinkerPlots© software (Luis Saldanha and Mathieu Thibault)
- Supporting mathematical creativity through problem solving (Richard Hoshino)
- Exploring math through social justice context problems (Ami Mamolo, Kevin Thomas, and Michael Frankfort)
- Social justice and the teaching and learning of mathematics (Gale Russell )
- A teacher's view
- Problem solving in the secondary classroom (Shawn Godin)
- Part IV commentary
- Developing mathematical reasoning through problem solving (Roza Leiken (Israel))
- Part IV commentary
- Doing is not the same as thinking or construing (John Mason (United Kingdom))
- Part V: Planning and Assessment
- Part V preface
- Planning and assessment: Teachers and students as central actors (Carolyn Kieran)
- Planning a unit by starting with the end it mind: Unit and lesson planning (Jennifer Holm)
- Observing for mathematical proficiency in secondary mathematics education (Priscila Dias Corrêa)
- Re-framing testing to better fit within problem solving classrooms: Ways to create and review tests (Tina Rapke, Jennifer Hall, and Richelle Marynowski)
- Enhancing mathematics teaching and learning through sound assessment practices (Christine Suurtamm)
- Improving students' approaches to learning high school mathematics (P. Janelle McFeetors )
- A teacher's view
- Assessment: Broadening our conceptions to improve our practice (Jimmy Pai)
- Part V commentary
- Planning and assessment from a South African perspective (Vijay Reddy (South Africa))
- Part V commentary
- On measures of measurement and mismeasurement: A commentary on planning and assessment (Bharath Sriraman (The United States of America))
- Part VI: Broadening mathematical understanding through content
- Part VI preface
- Broadening mathematical understanding through content (Gila Hanna)
- "Canada is better" - An unexpected reaction to the order of operations in arithmetic (Rina Zazkis)
- Modelling in mathematics education: Moving beyond curve fitting exercises (France Caron)
- Learning algebra with models and reasoning (Ann Kajander)
- In no uncertain terms: Encouraging a critical stance toward probability in school (Nat Banting, Ilona Vashchyshyn, and Egan J. Chernoff)
- Composition of linear polynomials (Edward J. Barbeau)
- Transition from secondary to tertiary mathematics
- Culture shock: Mathematical symbols, language, and reasoning (Andrijana Burazin and Miroslav Lovric)
- A teacher's view
- Teaching a university bound statistics course (Jeff Gardner)
- Part VI commentary
- Broadening mathematical understanding through content (Plinio Cavalcanti Moreira (Brazil))
- END MATTER
- Final commentary: The challenge continues (Jennifer Holm, Ann Kajander, and Egan J. Chernoff)
- INDiCES.-.
