Buch, Englisch, 308 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 664 g
Dedicated to Edward A. Silver
Buch, Englisch, 308 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 664 g
Reihe: Research in Mathematics Education
ISBN: 978-3-031-35458-8
Verlag: Springer
This book is about promising research advancements that sparked directly or indirectly from intellectual contributions by distinguished internationally recognized mathematics educator and researcher, Edward A. Silver. The features of this book include:
- A focus on the research areas that have benefited from Dr. Silver’s intellectual contributions and influence, such as designing instructional tasks, problem posing, problem solving, preservice teacher learning, in service teacher professional development, and mathematics assessment
- Chapters written by contributors who at one time were his doctoral or post-doctoral colleagues along with any invited co-authors
- A brief bio of Dr. Silver showing his intellectual journey, key milestones in his career, and scholarly accomplishments that sparked from his intellectual contributions
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Preface, Editors of the Volume.
Chapter 1. Mathematical Tasks: A Lasting Legacy of the QUASAR Project, Margaret Smith and Mary Kay Stein, University of Pittsburgh, USA
Chapter 2. Looking at Mathematical Tasks from the Perspective of Aesthetics, Cengiz Alacaci and Bulent Cetinkaya, University of Agder, Norway and A. Kursat Erbas, Middle East Technical University, Ankara, Turkey
Chapter 3. To What Extent Are Open Problems Open? Roza Leiken and Sigal Klein, RANGE Center, University of Haifa, IsraelChapter 4. Parental Involvement in Children’s Mathematical Learning: Why and How Parents Attend to Family Math Tasks, Shuk-kwan S. Leung, National Sun Yat-sen University, Taiwan
Chapter 5. Advances in Mathematical Problem Posing: Contributions of the Publication “On Mathematical Problem Posing” for Thirty Years, Jinfa Cai et. al, University of Delaware, USA
Chapter 6. The Researcher and the Practitioner: A Story of Building Bridges, Cathy G. Schloemer, Indiana (PA) Area Senior High School, USA
Chapter 7. Knowing and Researching Mathematics Instruction through a Cultural Lens, Yeping Li, Texas A&M University, USA, Meixia Ding, Temple University, USA, Rongjin Huang, Middle Tennessee State University, USA, Xiaobao Li, Widener University, USA
Chapter 8. A Critical Discourse Framework for Analyzing the Views About Mathematics Being Promoted by Mathematics Textbooks for Prospective Elementary Teachers, Leah N. Schilling-Stouffer, Longwood University, USA, Gabriel J. Stylianides, University of Oxford, UK
Chapter 9. From Teachers’ Math Tasks to Large-Scale Education Reform, Alison Castro Suprefine and Benjamin M. Superfine, University of Illinois at Chicago, USAChapter 10. Blending Approaches to Supporting Teacher Learning in a Job Embedded Professional Development, Hala Ghousseini, University of Wisconsin-Madison, USA, Elham Kazemi, University of Washington, Seattle, USA
Chapter 11. Revisiting the Mathematical Task Framework, Hui-Yu Hsu, National Tsing Hua University, Taiwan, R.O.C
Chapter 12. Challenging Mathematical Work: Working at the Intersection of Cognitively Challenging Tasks and Differentiation During Lesson Planning and Enactment, Charalambos Y. Charalambous, Department of Education, University of Cyprus, Sofia Aganthangelou and Nikos Papadouris, Cyprus Pedagogical InstituteChapter 13. Teachers’ Implicit Beliefs and the Activation of Knowledge in Practice, Lawrence M. Clark, University of Maryland, USA
Chapter 14. “My Journey in Mathematics Education”: An In-depth Interview with Edward Silver, Editors of the Volume.
