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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 ...

Edited By **Danny Bernard Martin**

June 03, 2009

With issues of equity at the forefront of mathematics education research and policy, Mathematics Teaching, Learning, and Liberation in the Lives of Black Children fills the need for authoritative, rigorous scholarship that sheds light on the ways that young black learners experience mathematics in ...

By **Daniel Chazan, Sandra Callis, Michael Lehman**

December 21, 2009

This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It includes the writings and perspectives of high school students, high school ...