Elementary Mathematics Teaching

30 Years of Semt
Erscheinungsjahr 2025
ISBN: 978-0-19-286964-7
Verlag: Oxford University Press

Buch, Englisch, 320 Seiten, Format (B × H): 163 mm x 235 mm, Gewicht: 689 g

For the last 30 years the Symposium on Elementary Mathematics Teaching (SEMT) has provided cutting edge excellence in research in elementary school mathematics education. From this wealth of material this book encapsulates the trends and explores how its plenary and research papers engage with more general research for the wider mathematics education community. Trends across time are exposed and investigated while aspects of research into elementary mathematics teaching and learning are particular foci.

With a diverse and truly global list of outstanding authors, this book grounds the presentations of SEMT in current practices world-wide. Each chapter features worked examples, case studies, activities, as well as a wealth of references on all topics canvassed by the authors. Furthermore each chapter is embedded within its historical setting. Together this book is an outstanding contribution to the literature on elementary mathematics education.

Autoren/Hrsg.

Doig, Brian

Novotná, Jarmila

Kaur, Berinderjeet

Pugalee, David

Fachgebiete

• Mathematik | Informatik Mathematik Mathematik Allgemein Grundlagen der Mathematik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

- A history of SEMT

- Section 1 Elementary mathematics teaching

- 1.1 Interventions to strengthen teaching and learning in contexts of disadvantage

- 1.2 Primary teachers’ knowledge for teaching mathematical problem-solving

- 1.3 Cultural and linguistic heterogeneity in research presented at SEMT symposia

- 1.4 Professional development of teachers as an agent of change in primary mathematics teaching

- Section 2 Contexts for learning mathematics

- 2.1 Early childhood contexts for learning mathematics

- 2.2 Students with special needs - learning mathematics successfully

- 2.3 Problem Solving, Problem Posing, and Enhancing Creativity

- 2.4 Learning to solve word problems with understanding

- Section 3 Aspects of Teaching Mathematics

- 3.1 Elementary Mathematics Teaching: Relevance, Conceptualisations, and Research

- 3.2 From variation pedagogy and lesson study to cultural transposition

- 3.3 Visualisation as a tool in teaching: Pre-service teachers competencies in visualization

- 3.4 Pre-service Primary student teachers' development of competencies in teaching mathematics 204

- Section 4 Aspects of Learning Mathematics

- 4.1 Promoting Mathematical Literacy: Perspectives from SEMT

- 4.2 Designing and adapting tasks in the Japanese problem-solving lesson within Lesson Study

- 4.3 Japanese Lesson Study: Insights from SEMT

- 4.4 30 Years of International Progress in Young Children’s Problem Solving and Posing

- Afterword

Über Autor(innen)

Dr Doig has a long history of involvement in mathematics education, beginning as a primary teacher, and later as a senior research fellow in the measurement division of the Australian Council for Educational Research (ACER) where he developed innovative techniques for both assessing and reporting mathematics and science. A further aspect of his work includes pre-service and in-service early childhood and primary teacher education. His interests focus particularly on the development of better assessment techniques and more informative reporting of assessment. A further aspect of his work has been his involvement in implementing Japanese lesson study in Australian schools.

Professor Novotná has been teacher educator and researcher involved in the research in didactics of mathematics. She focuses mainly on the following topics: communication in the classroom and teachers' and pupils' roles in its development, application of the theory of didactical situations when analysing didactical situations in Czech schools, analysis of solving processes when solving problems with attention paid mainly to data processing and research of linguistic factors influencing the teaching of mathematics with attention paid mainly to linguistically heterogeneous classes and CLIL. She has been involved in the popularization of mathematics on the school level as well as in teacher pre- and in-service education and in several national and international projects.

Berinderjeet Kaur has been an academic at the National Institute of Education for the past three decades and is a leading figure in mathematics education in Singapore. She has been involved in numerous international studies of mathematics education and was the mathematics consultant to TIMSS 2011. She was also a core member of the MEG (Mathematics Expert Group) for PISA 2015. She is passionate about the development of mathematics teachers and in turn the learning of mathematics by children in schools.

Dr. Pugalee is professor of education at the University of North Carolina at Charlotte where he serves as Director of the Center for Mathematics, Science, & Technology Education. He earned his Ph.D. in mathematics education from the University of North Carolina at Chapel Hill, and previously taught elementary, middle, and secondary levels. With a decade of experience teaching mathematics and science, he has published research articles in American Educational Research Journal, Educational Studies in Mathematics, and School Science and Mathematics. His works include several books and book chapters published by the National Council of Teachers of Mathematics. In addition, he has published two books on communication and mathematics: Writing to Develop Mathematical Understanding, and Developing Mathematical and Scientific Literacy. His research interest is the relationship between language and STEM teaching and learning.