The Evolution of Research on Teaching Mathematics : International Perspectives in the Digital Era.
Main Author: | |
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Other Authors: | , |
Format: | eBook |
Language: | English |
Published: |
Cham :
Springer International Publishing AG,
2023.
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Edition: | 1st ed. |
Series: | Mathematics Education in the Digital Era Series
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Subjects: | |
Online Access: | Click to View |
Table of Contents:
- Intro
- Contents
- The Evolution of Research on Teaching Mathematics: International Perspectives in the Digital Era: Introduction
- 1 Introduction
- 2 The Purpose of the Book
- 3 Book Structure
- 4 Part 1: Online Variables
- 4.1 Pre-Existing Mathematics Teacher Characteristics
- 4.2 Mathematics Teachers' Competencies, Knowledge and Skills
- 4.3 Pre- and Post-Active Mathematics Teacher Activities
- 4.4 Interactive Mathematics Teacher Activities
- 4.5 Student Mathematics Learning Activities
- 4.6 Student Mathematics Learning Outcomes
- 5 Part 2: Offline Variables
- 5.1 Individual Student Characteristics, Abilities and Personal Qualities
- 5.2 Internal Context Variables
- 5.3 External Context Variables
- 5.4 Mathematics Teacher Training and Experiences
- 5.5 Research Methods, Techniques, and Tools for Research on Teaching in the Digital Era
- 6 Conclusion
- References
- Mathematics Teachers' Influence on Students' Learning: Online Variables
- Pre-existing Mathematics Teacher Characteristics
- 1 Introduction
- 2 Scope of Literature Review to Determine Studies of PMTC
- 3 Landscape of PMTC Researched in 2000-2020
- 3.1 Pre-existing Mathematical Knowledge and Skills
- 3.2 Pre-existing Mathematics-Related Pedagogical Knowledge and Ability
- 3.3 Pre-existing Mathematics-Related Beliefs
- 3.4 Summary of Landscape of PMTC
- 4 Evolution of Research on PMTC
- 4.1 Scope of Research on PMTC
- 4.2 Methodological Factors
- 4.3 Summary of Evolution of PMTC Research
- 5 Future Evolution of Research on PMTC
- References
- The Evolution of Research on Mathematics Teachers' Competencies, Knowledge and Skills
- 1 Introduction
- 2 Evolution of Research on Teacher Competencies, Knowledge and Skills
- 3 Components of Teachers' Professional Competencies
- 3.1 Content Knowledge
- 3.2 Pedagogical Content Knowledge.
- 3.3 General Pedagogical Knowledge
- 3.4 Beliefs
- 3.5 Motivation and Self-regulation Skills
- 4 Different Conceptualizations of Teacher Knowledge
- 4.1 Mathematical Knowledge for Teaching (MKT)
- 4.2 The Knowledge Quartet
- 4.3 Modelling Teachers' Knowledge in Relation to Teaching Practice
- 4.4 Teachers' Knowledge About the Integration of Technology in the Classroom
- 4.5 COACTIV
- 4.6 TEDS-M
- 5 Recent Extensions in the Concept of Mathematics Teacher Competence
- 5.1 Situational Aspects of Mathematics Teachers' Professional Competencies
- 5.2 Further Developments of the Studies of the TEDS-M Research Program
- 5.3 Relationships of Teacher Competencies to Instructional Quality and Student Achievement
- 6 Concluding Remarks
- References
- The Research on Mathematics Teaching and Planning: Theoretical Perspectives and Implications of Teachers' Pre-post Classroom Activities
- 1 Introduction
- 1.1 Statement of the Problem
- 2 The Connection of Type D to Knowledge, Competencies, Skills, and Beliefs
- 3 Goals of Pre- and Post-active Teacher Activities
- 4 Theoretical Perspectives for Teaching Mathematics that Are Present in Type D
- 4.1 Situated Learning Theory as Perspective
- 4.2 Behaviorism as Perspective
- 4.3 Cognitive Learning Theory as Perspective
- 4.4 Social Constructivism as Perspective
- 4.5 Structuralism as Perspective
- 4.6 Problem Solving as Perspective
- 4.7 Culturally Relevant Pedagogy as Perspective
- 4.8 Project and Problem-Based Learning as Perspective
- 5 Pros and Cons for Each Perspective
- 6 The Epistemological Perspectives in Different Cultural Contexts
- 7 Implications for Lesson Planning
- 7.1 Layout of the Learning Space
- 7.2 Instrumentation Related to Lesson Planning
- 7.3 Student Assessment
- 8 Conclusion and Future Directions of Research
- References.
- Interactive Mathematics Teacher Activities
- 1 Introduction
- 2 Our Approach
- 3 Normative Mathematics Teaching Practices
- 3.1 Resources for Teaching Mathematics
- 3.2 Instructional Practices
- 3.3 Teacher's Use of Technology
- 4 Atypical Mathematics Teaching Practices
- 4.1 Pedagogical Approaches
- 4.2 Aspects of Teacher's Practices
- 4.3 The Organization of Teaching and Learning
- 4.4 Classroom Environments
- 5 Implications and Conclusions
- References
- Student Mathematics Learning Activities
- 1 Introduction
- 2 Student Mathematics Learning Activities: An Overview
- 2.1 Mathematical Processes
- 2.2 Mathematical Competencies
- 2.3 Mathematical Proficiency
- 2.4 Standards for Mathematical Practice
- 2.5 Cognitive Technological Tools and Student Mathematics Learning Activities
- 3 Theoretical Perspectives
- 3.1 Developing Schemes: Progressive Coordination of Actions
- 3.2 Learning Through Activity: Progressive Coordination of Mathematical Concepts
- 3.3 The AHA! Experience: Proxies of Student Engagement
- 4 Making Sense and Perseverance Involved in Learning Mathematics Knowledge
- 4.1 Problem Solving
- 4.2 Productive Disposition
- 4.3 Productive Struggle
- 4.4 Productive Failure
- 5 Discussion of Findings and Future Implications
- Brief, Capsule Definitions of Terms and Documents for Chapter 6
- References
- Student Mathematics Learning Outcomes
- 1 Introduction
- 2 Being Competent in Math: A Desirable Learning Outcome
- 3 Assessment of Student Outcomes
- 4 Optimal Self-beliefs and Motivation for Math: A New-Old Learning Outcome
- 5 Concluding Remarks
- References
- Units of Analysis of Research on Teaching Mathematics that are not Under Teachers' Control: Offline Variables.
- Individual Student Characteristics, Abilities and Personal Qualities and the Teacher's Role in Improving Mathematics Learning Outcomes
- 1 Introduction
- 2 Literature Review
- 2.1 Current Understandings of Mathematics Learning Difficulties, Disabilities and Dyscalculia
- 2.2 Current Understandings of Learned Difficulties
- 2.3 Interventions
- 3 Impact of Students' Attributes on Their Learning Outcomes
- 3.1 Universal Design for Learning
- 3.2 Digital Solutions
- 3.3 Adding Adjustments to Year Level Curriculum
- 4 Learning Year Level Curriculum
- 4.1 Learning Year Level Mathematics Curriculum in Primary Schools
- 4.2 Learning Year Level Secondary Mathematics
- 4.3 Learner Characteristics, the Mathematics They Engage in and the Learning Outcomes They Achieve
- 4.4 Implications from These Studies
- 5 Implications
- References
- Individual Student Internal Contexts and Considerations for Mathematics Teaching and Learning
- 1 Introduction
- 2 Context
- 3 Students' Internal Contexts
- 4 Connections Among Individual Student Internal Contexts and Broader Social Scales
- 5 Implications for Teachers
- 6 Concluding Comments
- References
- External Context-Related Research: Digital Resources as Transformers of the Mathematics Teachers' Context
- 1 Introduction
- 2 Theoretical Frames guiding our Review
- 2.1 Digital (Curriculum) Resources and Educational Technology
- 2.2 Teachers' Professional Activity
- 3 Evolution of Research about External Context Variables linked with Digital Resources and about their Influence on Teacher Work and Teacher Knowledge
- 3.1 Educational Policies as Context for Teachers' Work with DCRs
- 3.2 Teachers' Integration of Digital Resources
- 3.3 Assessment, Digital Technologies and Digital Curriculum Resources
- 4 On the Quality of Digital Curriculum Resources.
- 4.1 Quality of Dynamic Mathematics Materials
- 4.2 Quality of E-Textbooks
- 4.3 Quality of Dynamic Mathematical Tasks
- 4.4 Quality of Curriculum Programs
- 5 Recent Developments and Future Directions for Research
- 5.1 Introduction of Programming in the Mathematics Curricula Internationally and Consequences for Teachers
- 5.2 Teacher Collaborative Activities
- 5.3 Digital Resources in Mathematics Education, Equity, and COVID-19
- 6 Conclusions
- References
- Competency Framework for the Qualification of Facilitators of Mathematics
- 1 Introduction
- 2 The Evolution of Framing Teachers' Professionalization
- 2.1 PD in General Education
- 2.2 PD in Mathematics Education
- 3 Facilitators' Competencies-A New Presage Variable
- 3.1 The Role of Facilitators
- 3.2 Facilitators in General Adult Education
- 3.3 Facilitators in Mathematics Education
- 3.4 Facilitators' Competencies Framework
- 4 Outlook
- References
- Continuing Evolution of Research on Teaching and Learning: Exploring Emerging Methods for Unpacking Research on Teachers, Teaching, and Learning
- 1 Introduction
- 2 Changing Methodologies
- 3 Qualitative and Mixed Methods Research Methodologies
- 4 Continuing to Develop Quantitatively: Emerging Psychometric Models
- 5 Emerging Research Approaches
- 6 Teaching Experiments
- 6.1 What is It?
- 6.2 Benefits and Limitations
- 6.3 Examples
- 7 Design-Based Research
- 7.1 What is It?
- 7.2 Benefits and Limitations
- 7.3 Examples
- 8 Cultural Historical Activity Theory
- 8.1 What is It?
- 8.2 Benefits and Limitations
- 8.3 Examples
- 9 Quantitative Ethnography
- 9.1 What is It?
- 9.2 Benefits and Limitations
- 9.3 Examples
- 10 Technology for Research
- 11 Eye Tracking
- 11.1 What is It?
- 11.2 Benefits and Limitations
- 11.3 Examples
- 12 Dynamic Geometry Software
- 12.1 What is It?.
- 12.2 Benefits and Limitations.