Mathematics holds an essential, ubiquitous presence in the education sector, as do ongoing explorations of its effective teaching and learning. Written by leading experts on mathematics and mathematics education, this book situates issues of student thinking and learning about mathematics within the broader context of educational psychology research and theory and brings them to a wider audience. With chapters on knowing and understanding mathematics, mathematical habits, early mathematical thinking, and learning mathematics, this concise volume is designed for anyeducational psychology, mathematics education, or general education course that includes student learning in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.
"Through personal anecdotes, mathematical explanations, helpful teaching and learning tips, and clear and understandable descriptions of psychological and educational research, Newton and Sword have written a delightful book that is readable, informative, and enlightening. Anyone interested in mathematics teaching and learning—from undergraduate and graduate students, to preservice and inservice teachers, to parents, and school administrators—will find a lot to like in this book."
—Jon R. Star, Professor of Education Harvard Graduate School of Education, USA
"This book is in a rarified genre that is so desperately needed in mathematics education: a cross-disciplinary study of learning and understanding in mathematics. The authors, who are expert teachers, expositors, and scholars, synthesize the perspectives of mathematicians, educational psychologists, and mathematics educators. Especially noteworthy are the many examples, all of which are non-technical but show the essential ideas in each of the three disciplines."
—Al Cuoco, Distinguished Scholar and Advisor, Education Development Center, USA
Preface 1. Mathematical Knowledge 2. Mathematical Habits and Practices 3. Children’s Thinking about Mathematics 4. Learning to Solve Mathematics Problems Glossary
The Ed Psych Insights series translates major topics from educational psychology into accessible primers for general education students, teachers in training, and all education scholars. Thorough yet concise, expert-authored yet highly readable, each Ed Psych Insights book centers on a key construct that already has a high-level evidence base but that is increasingly integrating into teaching and into the Education sector’s broader discourse. Cognition, self-regulation, student assessment, classroom discussion, and emotions are just some of the issues already covered by the volumes of the series so far. Written in language common to stakeholders across Education and readable by the intelligent public, these books offer readers a basic working knowledge of the chosen construct.
Each book is approximately 40,000 words (140 book pages) and addresses the core meaning of its construct, takeaways from existing research, and implications for pedagogy. Rather than include extensive literature reviews or references more typical of scholarly writings, each volume limits in-text citations, instead using superscript numbers to lead readers to references at the end of the book (think Wikipedia). Glossaries are included to familiarize readers with the important terms and concepts described in the book.
The Ed Psych Insights series is edited by Patricia A. Alexander, University of Maryland, USA, and published by Routledge, an imprint of Taylor & Francis.