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Learning and teaching real world problem solving in school mathematics : a multiple-perspective framework for crossing the boundary
The ultimate aim of this book is to identify the conceptual tools and the instructional modalities which enable students and teachers to cross the boundary between school mathematics and real world problem solving. The book identifies, examines, and integrates seven conceptual tools, of which five are constructs (activity theory, narrative, modeling, critical mathematics education, ethnomathematics) and two are contexts (STEM and the workplace). The author develops two closely linked multiple-perspective frameworks: one for learning real world problem solving in school mathematics, which sets the foundations of learning real world problem solving in school mathematics; and one for teaching real world problem solving in school mathematics, which explores the modalities of teaching real world problem solving in school mathematics.
Book
Multicultural curriculum transformation in science, technology, engineering, and mathematics
This volume focuses on multicultural curriculum transformation in Science, Technology, Engineering, and Mathematics or STEM subject areas broadly, while also focusing on sub-content areas (e.g., earth science, digital technologies) in greater detail. The discussion of each sub-content area outlines critical considerations for multicultural curriculum transformation for the sub-content areas by grade level (early childhood and elementary school education, middle and/or junior high school education, and high school education) and then by organizing tool parameters: standards (both in a generalized fashion, and specific to Common Core State Standards, among other standards), educational context, relationships with and among students and their families, civic engagement, considerations pertaining to educational “ability” broadly considered (for example, for gifted and talented education, bilingual gifted and talented education, “regular” education, bilingual “regular” education, special education, bilingual special education), as well as relative to specific content and corresponding pedagogical considerations, including evaluation of student learning and teaching effectiveness. In this way, the volume provides a conceptual framework andconcrete examples for how to go about multiculturally-transforming curriculum in STEM curricula. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work at focus in each subject area and at varied grade levels. Readers are exposed to “things to think about,” but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. It bridges the gaps between preparing PK-12 teachers to be able to 1) independently multiculturally adapt existing curriculum, and, 2) create new multicultural curriculum differentiated for their content areas and grade levels, while also, 3) providing ample examples of what such adapted and new differentiated curricula looks like. In so doing, this volume also bridges the gaps between the theory and practice of multicultural curriculum transformation in higher and PK-12 educational contexts.
eBook
The theory of objectification : a vygotskian perspective on knowing and becoming in mathematics teaching and learning
The theory of objectification offers a perspective to conceptualize learning as a collective cultural-historical process and to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, plurality, and inclusivity.
eBook
Mathematics Education: Exploring the Culture of Learning
Mathematics Education identifies some of the most significant issues in mathematics education today. Pulling together relevant articles from authors well-known in their fields of study, the book addresses topical issues such as:genderequityattitudeteacher belief and knowledgecommunity of practiceautonomy and agencyassessmenttechnology.The subject is dealt with in three parts: culture of the mathematics classroom, communication in mathematics classrooms and pupils' and teachers' perceptions.Students on postgraduate courses in mathematics education will find this book a valuable resource. Students on BEd and PGCE courses will also find this a useful source of reference as will teachers of mathematics, mentors and advisers.
eBook
Mathematics education in a context of inequity, poverty and language diversity : giving direction and advancing the field
This volume is dedicated to the career of Jill Adler and the role she has played in growing mathematics education research in South Africa, Africa and beyond. Her work epitomises what is referred to as the 'engaged scholar': i.e. doing rigorous and theoretically rich research at the cutting edge of international work in the field which at the same time contributes to critical areas of local and regional need in education. Jill is one of the world's leading experts in mathematics education research and her exemplary career is a continuous source of inspiration for generations of researchers and students. The chapters in this volume are authored by Jill's former PhD students, a few select colleagues from different parts of the world that she collaborated with as well as leading scholars who she worked with in PME, ICMI and in her many international assignments. In essence, this volume celebrates Jill's contribution not only to mathematics education but also to our contributions as her friends and colleagues. Topics covered include language and mathematics, teacher education, and the dilemma of an activist researcher engaging in issues that matter hugely to the participants in the research, students and teachers in post-apartheid schooling, whilst also setting up the separation that is needed for good research.
eBook