Bücher der Reihe Studies in Mathematical Thinking and Learning Series

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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 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.

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.

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.

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.

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.

Provides a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. This book shows how young learners attempt to work with mathematical generalizations before they have learned formal algebraic notation. It is suitable as a text in undergraduate or graduate mathematics education courses.

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.

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

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.

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.

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

Rather than looking to high school geometry as the locus of geometric reasoning, the contributors to this volume suggest that reasoning about space can and should be successfully integrated with other forms of mathematics, starting at the elementary level and continuing through high school.