Edited
By Elizabeth Fennema, Barbara Scott Nelson
May 01, 1997
This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers...
Edited
By Paul Cobb, Heinrich Bauersfeld
May 01, 1995
This book grew out of a five-year collaboration between groups of American and German mathematics educators. The central issue addressed accounting for the messiness and complexity of mathematics learning and teaching as it occurs in classroom situations. The individual chapters are based on the ...
Edited
By Richard Lehrer, Daniel Chazan
October 01, 1998
This volume reflects an appreciation of the interactive roles of subject matter, teacher, student, and technologies in designing classrooms that promote understanding of geometry and space. Although these elements of geometry education are mutually constituted, the book is organized to highlight, ...
Edited
By Rina Zazkis, Stephen R. Campbell
March 21, 2006
This book offers multiple interconnected perspectives on the largely untapped potential of elementary number theory for mathematics education: its formal and cognitive nature, its relation to arithmetic and algebra, its accessibility, its utility and intrinsic merits, to name just a few. Its ...
Edited
By Susanne P. Lajoie
March 01, 1998
An issue in the current push for reform in mathematics education is the call to address statistics at the precollege level. This volume represents the emerging findings of an interdisciplinary collaboration among a group of mathematics educators, cognitive scientists, teachers, and statisticians to...
Edited
By Robert J. Sternberg, Talia Ben-Zeev
September 01, 1996
Why do some children seem to learn mathematics easily and others slave away at it, learning it only with great effort and apparent pain? Why are some people good at algebra but terrible at geometry? How can people who successfully run a business as adults have been failures at math in school? How ...
By Clea Fernandez, Makoto Yoshida
June 04, 2004
Lesson study is a popular professional development approach in Japan whereby teachers collaborate to study content, instruction, and how students solve problems and reach for understanding in order to improve elementary mathematics instruction and learning in the classroom. This book is the first ...
By Thomas A. Romberg, Mary C. Shafer
October 05, 2011
Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the ...
Edited
By Janine T. Remillard, Beth A. Herbel-Eisenmann, Gwendolyn M. Lloyd
August 12, 2011
This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on – but not restricted to – those materials developed in the 1990s in response to the NCTM’s ...
Edited
By Miriam Sherin, Vicki Jacobs, Randy Philipp
December 20, 2010
Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do ...
By Alan H. Schoenfeld
October 05, 2010
Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? In How We Think, esteemed scholar and mathematician, Alan H. Schoenfeld, proposes a groundbreaking ...
Edited
By Despina A. Stylianou, Maria L. Blanton, Eric J. Knuth
August 11, 2010
A Co-Publication of Routledge for the National Council of Teachers of Mathematics (NCTM) In recent years there has been increased interest in the nature and role of proof in mathematics education; with many mathematics educators advocating that proof should be a central part of the mathematics ...