Bücher der Reihe Studies in Mathematical Thinking and Learning Series

Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.

Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? This title proposes a theory and model for how we think and act in the classroom and beyond.

Contributors reflect on statistics and attempt to develop a clearer image of where the field may be heading in terms of teaching. To identify the key areas for consideration for children and adolescents learning statistics, there are four themes: content, teaching, learning, and assessment.

The research reported here provides reliable evidence on, and knowledge about, mathematics and science instruction that emphasizes student understanding. The book presents a summary of the concepts, findings, and conclusions of NCISLA research from 1996-2001

L. English, Introduction: Mathematical and Analogical Reasoning in Early Childhood. P.A. Alexander, M. Buehl, Seeing the Possibilities: Constructing and Validating Measures of Mathematical and Analogical Reasoning for Young Children. M.M. Buehl, P.A.

Compiles and synthesizes the research on teachers' use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers. This book focuses on those materials developed in the 1990s in response to the NCTM's Principles and Standards for School Mathematics.

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

With issues of equity at the forefront of mathematics education research and policy, this collection offers authoritative scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities.

Arguing that research by cognitive psychologists and mathematical educators has been compartmentalized by departmental boundaries, this text integrates this research to demonstrate its relevance to the debate on the reform of mathematics education.

Synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives.

Taking the central importance of language in the development of mathematical understanding as its starting point, this title explores students' experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it.

Offers a comprehensive, research-based, multi-faceted look at issues in early algebra. This book aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.

Lesson study is a popular professional development approach in Japan whereby teachers collaborate to study content and instruction, and how students solve problems. This work is a comprehensive look at the system and process of lesson study in Japan.

This volume collates research done on integrating the study of teaching, and the study of learning mathematics. The research was guided by two common goals. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established and/or studied.

This volume is based upon a conference which offered a forum in which various people involved in education reform presented their work, and members of the broad communites gathered commented on it. The focus was primarily on college mathematics, informed by developments in K-12 mathematics.

Using a variety of research methods, this study addresses the need for professional development leaders and policy makers to influence teachers to modify their mathematics instruction so it is closer to the recommendations of the National Council of Teachers in Mathematics.

This work brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Pre-kindergarten and Kindergarten Mathematics Education Conference.

This work reports on case studies of two schools that have taught mathematics in different ways. Three hundred students were followed over three years, providing a range of data to show the ways their beliefs and understandings were shaped by different approaches to mathematics teaching.

Presents mathematics education from a culturally responsive perspective. This collection tackles the crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics.

Reveals the development of students' understanding of statistical literacy. This book looks at students' thinking, in relation to tasks based on sampling, graphical representations, averages, chance, beginning inference, and variation, which are essential to later work in formal statistics.

The Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers in Mathematics in 1989 for grades K-12 in the US prompted the development of of standards-based mathematics curricula. This text examines these curricula.

Presents the results of a major NSF-funded study to gather, analyze, and synthesize the research on K-12 student outcomes in standards-based mathematics curriculum projects. Audiences include math ed researchers, policymakers, teachers, etc.

This volume assembles papers on the subject of teaching Elementary School mathematics. It includes case studies and teaching from different perpectives in order to help the teacher put the lessons and subject across well.

Casebook & video on the use of assessment as an ongoing activity in the classroom to help teachers reshape their instructional practice.

Includes the original studies that compare US and Chinese elementary teachers' mathematical understanding. This book offers a framework for grasping the mathematical content necessary to develop the thinking of school children.

Providing invaluable research on both sending and receiving communities in Mexico and the U.S, this collection considers the multiple aspects of children¿s experiences with mathematics both in and out of school.