This book contributes towards the literature in the field of mathematics education, specifically on aspects of empowering learners of mathematics. The book, comprising eighteen chapters, written by renowned researchers in mathematics education, provides readers with approaches and applicable classroom strategies to empower learners of mathematics.The chapters in the book can be classified into four sections. The four sections focus on how learners could be empowered in their learning, cognitive and affective processes, through mathematical content, purposefully designed mathematical tasks, whilst developing 21st century competencies.
The book, the tenth volume in the series of yearbooks by the Association of Mathematics Educators in Singapore, comprises 14 chapters written by renowned researchers in mathematics education. The chapters offer mathematics teachers a cache of teaching ideas and resources for classroom instruction. Readers will find various task design principles, examples of mathematical tasks used in classrooms and teaching approaches to implement the tasks. Through these discussions, readers are invited to reflect and rethink their beliefs about mathematics teaching and learning in the 21st century, and reexamine the tasks and activities that they use in the classroom, in order to bring about positive impact on students' learning of mathematics.This book contributes towards literature in the field of mathematics education, specifically on mathematics instruction and the design of mathematical tasks and activities.
This book contains 11 chapters from various experts all over the world on mathematics education. It provides different perspective of how to establish connection within mathematics and beyond. The ideas are from different authors internationally and is practice-oriented, based on empirical studies conducted by the various authors. This is a good illustration of linking theory with practice.
The new emphasis in the Singapore mathematics education is on Big Ideas (Charles, 2005). This book contains more than 15 chapters from various experts on mathematics education that describe various aspects of Big Ideas from theory to practice. It contains chapters that discuss the historical development of mathematical concepts, specific mathematical concepts in relation to Big Ideas in mathematics, the spirit of Big Ideas in mathematics and its enactment in the mathematics classroom.This book presents a wide spectrum of issues related to Big Ideas in mathematics education. On the one end, we have topics that are mathematics content related, those that discuss the underlying principles of Big Ideas, and others that deepen the readers' knowledge in this area, and on the other hand there are practice oriented papers in preparing practitioners to have a clearer picture of classroom enactment related to an emphasis on Big Ideas.
This book provides a one-stop resource for mathematics educators, policy makers and all who are interested in learning more about the why, what and how of mathematics education in Singapore. The content is organized according to three significant and closely interrelated components: the Singapore mathematics curriculum, mathematics teacher education and professional development, and learners in Singapore mathematics classrooms. Written by leading researchers with an intimate understanding of Singapore mathematics education, this up-to-date book reports the latest trends in Singapore mathematics classrooms, including mathematical modelling and problem solving in the real-world context.
Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
Suzanne S. Choo, Woon Chia Liu, and Bee Leng Chua offer a dynamic look into the tripartite relationship between education research, policy, and practice that characterizes Singapore’s changing education landscape. Over the years, Singapore has garnered increasing attention internationally for its world-class education system. Pushing back against the stereotypical notions of exam- and teacher-centric education in Asia, the contributors to this volume discuss opportunities as well as challenges in Singapore’s innovation towards constructivist, critical, culturally responsive, and cosmopolitan forms of learning. Highlighting the pedagogical innovation and its context in Singapore’s teacher education and schools, the authors bridge theory and practice by providing an understanding of innovative practices informed by key shifts in Singapore's education policies and the key conceptual principles informing these practices. More importantly, it provides on-the-ground empirical insights into the ways these innovative pedagogical practices are enacted in the classroom and in teacher education programmes. Each chapter provides an in-depth understanding of how these pedagogies are applied across various subject disciplines, including guided problem-solving in Mathematics, games-based pedagogy in Science, multimodal literacies in language, ethical criticism in Literature, Nonlinear Pedagogy in Physical Education, multicultural approaches in music, and dialogic pedagogy in drama, among others. Balancing theoretical and empirical focus, this resourceful text will be of interest to students, researchers, and practitioners in educational development, pedagogy, and teacher education, as well as policymakers across international fields in education.
The tenth edition of the four-yearly review of mathematics education research in Australasia, compiled by the Mathematics Education Research Group of Australasia (MERGA), critically reviews research in mathematics education in the four years from 2016 to 2019. Its goals are to provide a reference guide for researchers, and to promote further quality research in Australasia.
Through examining the theoretical ideas of disciplinarity and disciplinary practices, the book presents instructional aspects for teachers to explore when engaged with integrated STEM inquiry. Are you interested to understand the difference between science inquiry and STEM inquiry? Do you want to introduce integrated STEM problem solving to your students but need help with the key features of STEM inquiry? This book presents in-depth discussions related to the features and affordances of integrated STEM inquiry. Written for K-12 teachers and teacher educators, this book conceptualises STEM inquiry and integrated STEM and their enactment, using three practical STEM instructional frameworks: problem-centric, solution/design-centric, and user-centric STEM. The three STEM instructional frameworks serve as a key anchor for teachers to interpret and apply when planning various STEM lessons in meaningful, practical, and coherent ways. Whether you are an aspiring K-12 STEM teacher or an in-service teacher teaching K-12 students, the ideas of integrated STEM inquiry presented in this book challenge educators to think about the principles of integrated STEM inquiry and how they can be incorporated into classroom practice and lessons.
Transforming the standards into learning outcomes just got a lot easier In this resource, you can see in an instant how teaching to your state standards should look and sound in the classroom. Under the premise that math is math, the authors provide a Cross-Referencing Index for states implementing their own specific mathematics standards, allowing you to see and understand which page number to turn to for standards-based teaching ideas. It’s all here, page by page: The mathematical progression of each conceptual category, starting with modeling as a unifying theme and moving through number and quantity, algebra, functions, geometry, and statistics and probability, building from eighth-grade standards The mathematics embedded in each conceptual category for a deeper understanding of the content How standards connect within and across domains and to previous grade standards, so teachers can better appreciate how they relate How content standards connect with the standards for mathematical practice, with a focus on modeling as a unifying theme Example tasks, progressions of tasks, and descriptions of what teachers and students should be doing to foster deep learning Your Mathematics Standards Companion is your one-stop guide for teaching, planning, assessing, collaborating, and designing powerful high school mathematics curriculum in any state or district.
