الصفحة 1
الصفحة 1
International reflections on the Netherlands didactics of mathematics : Visions on and experiences with realistic mathematics education
This book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects.
Critical Issues in Mathematics Education : Major Contributions of Alan Bishop
Critical Issues in Mathematics Education presents the significant contributions of Professor Alan Bishop within the mathematics education research community. Six critical issues, each of which have had paramount importance in the development of mathematics education research, are reviewed and include a discussion of current developments in each area.A comprehensive discussion of each of these topics is realized by offering the reader a classic research contribution of Professor Bishop’s together with commentary and invited chapters from leading experts in the field of mathematics education.
Compendium for Early Career Researchers in Mathematics Education
The book provides a state-of-the-art overview of important theories from mathematics education and the broad variety of empirical approaches currently widely used in mathematics education research.
Amongst Mathematicians : Teaching and Learning Mathematics at University Level
Amongst Mathematicians offers a unique perspective on the ways in which mathematicians perceive their students' learning, teach and reflect on their teaching practice; also on how they perceive the often fragile relationship between the communities of mathematics and mathematics education.This book demonstrates the pedagogical potential that lies in collaborative undergraduate mathematics education research that engages mathematicians, researchers and students. Nardi also addresses the need for action in undergraduate mathematics education and offers a discourse for reform through demonstrating the feasibility and potential of collaboration between mathematicians and mathematics education researchers.
