Home / Catalog / Invited Lectures from the 13th International Congress on Mathematical Education
Invited Lectures from the 13th International Congress on Mathematical Education
Invited Lectures from the 13th International Congress on Mathematical Education
Author(s): Gabriele Kaiser, Helen Forgasz, Mellony Graven, Alain Kuzniak, Elaine Simmt, Binyan Xu
Open Access: BY 4.0
Publication Date  Available in all formats
Publisher: Springer Nature
ISBN: 9783319721705
Pages: 786
https://doi.org/10.1007/978-3-319-72170-5

EBOOK (EPUB)

EBOOK (PDF)

ISBN: 9783319721705

Description

Table of contents

Keyword(s): Mathematics Education, Mathematics Learning, Mathematics Teaching, Mathematics Teachers, ICME-13, 13th Congress on Mathematical Education, Empirical Studies in Mathematics Education, Theoretical Reflections on Mathematics Education, Tertiary Mathematics Education, Secondary Mathematics Education, Primary Mathematics Education, Society of Didactics of Mathematics, Mathematics Educators, Improvement of Mathematics Education, Global Mathematics Trends
The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themesand issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.
Description
Subject(s): Mathematics Education, Mathematics Learning, Mathematics Teaching, Mathematics Teachers, ICME-13, 13th Congress on Mathematical Education, Empirical Studies in Mathematics Education, Theoretical Reflections on Mathematics Education, Tertiary Mathematics Education, Secondary Mathematics Education, Primary Mathematics Education, Society of Didactics of Mathematics, Mathematics Educators, Improvement of Mathematics Education, Global Mathematics Trends
The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themesand issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.
Table of contents
  • Cover
  • Front Matter
  • 1. Practice-Based Initial Teacher Education: Developing Inquiring Professionals
  • 2. Mathematical Experiments—An Ideal First Step into Mathematics
  • 3. Intersections of Culture, Language, and Mathematics Education: Looking Back and Looking Ahead
  • 4. The Double Continuity of Algebra
  • 5. A Friendly Introduction to “Knowledge in Pieces”: Modeling Types of Knowledge and Their Roles in Learning
  • 6. History of Mathematics, Mathematics Education, and the Liberal Arts
  • 7. Knowledge and Action for Change Through Culture, Community and Curriculum
  • 8. The Impact and Challenges of Early Mathematics Intervention in an Australian Context
  • 9. Helping Teacher Educators in Institutions of Higher Learning to Prepare Prospective and Practicing Teachers to Teach Mathematics to Young Children
  • 10. Hidden Connections and Double Meanings: A Mathematical Viewpoint of Affective and Cognitive Interactions in Learning
  • 11. The Role of Algebra in School Mathematics
  • 12. Storytelling for Tertiary Mathematics Students
  • 13. PME and the International Community of Mathematics Education
  • 14. ICMI 1966–2016: A Double Insiders’ View of the Latest Half Century of the International Commission on Mathematical Instruction
  • 15. Formative Assessment in Inquiry-Based Elementary Mathematics
  • 16. Professional Development of Mathematics Teachers: Through the Lens of the Camera
  • 17. Powering Knowledge Versus Pouring Facts
  • 18. Mathematical Problem Solving in Choice-Affluent Environments
  • 19. Natural Differentiation—An Approach to Cope with Heterogeneity
  • 20. Changes in Attitudes Towards Textbook Task Modification Using Confrontation of Complexity in a Collaborative Inquiry: Two Case Studies
  • 21. How Can Cognitive Neuroscience Contribute to Mathematics Education? Bridging the Two Research Areas
  • 22. Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015
  • 23. Pedagogies of Emergent Learning
  • 24. Connecting Mathematics, Community, Culture and Place: Promise, Possibilities, and Problems
  • 25. Relevance of Learning Logical Analysis of Mathematical Statements
  • 26. Understanding and Visualizing Linear Transformations
  • 27. Mapping the Relationship Between Written and Enacted Curriculum: Examining Teachers’ Decision Making
  • 28. Building Bridges Between the Math Education and the Engineering Education Communities: A Dialogue Through Modelling and Simulation
  • 29. Constructing Dynamic Geometry: Insights from a Study of Teaching Practices in English Schools
  • 30. Exploring the Contribution of Gestures to Mathematical Argumentation Processes from a Semiotic Perspective
  • 31. Improving Mathematics Pedagogy Through Student/Teacher Valuing: Lessons from Five Continents
  • 32. About Collaborative Work: Exploring the Functional World in a Computer-Enriched Environment
  • 33. Re-centring the Individual in Participatory Accounts of Professional Identity
  • 34. Enactive Metaphorising in the Learning of Mathematics
  • 35. Number Sense in Elementary School Children: The Uses and Meanings Given to Numbers in Different Investigative Situations
  • 36. Uncovering Chinese Pedagogy: Spiral Variation—The Unspoken Principle of Algebra Thinking Used to Develop Chinese Curriculum and Instruction of the “Two Basics”
  • 37. Digital Pedagogy in Mathematical Learning
  • 38. Activity Theory in French Didactic Research
  • 39. The Effect of a Video-Based Intervention on the Knowledge-Based Reasoning of Future Mathematics Teachers
  • 40. Popularization of Probability Theory and Statistics in School Through Intellectual Competitions
  • 41. Noticing in Pre-service Teacher Education: Research Lessons as a Context for Reflection on Learners’ Mathematical Reasoning and Sense-Making
  • 42. Dialogues on Numbers: Script-Writing as Approximation of Practice
  • 43. Equity in Mathematics Education: What Did TIMSS and PISA Tell Us in the Last Two Decades?

Rate this Book

Tell us what you think.