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A perennial discussion about teacher development is the optimal content background for teachers. Inrecent years, that discussion has taken center stage in the work of mathematics education researchers,mathematicians, mathematics professional developers, and mathematics education policymakers. Muchof the existing and prior work in this area has been directed toward mathematical knowledge forteaching at the elementary level. The work described in this volume takes a sometimes-neglectedapproach, focusing on the dynamic nature of mathematical understanding rather than on a stabledescription of mathematical knowledge, and on mathematics for secondary teaching rather thanmathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-basedresponse to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics thatteachers could use-each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. Wedeveloped our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. Wecall the work practice-based because the MUST framework is based on actu...
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Discrete Mathematics for Teachers is a text designed to fill this void. The topic is right. Discrete mathematics provides a rich and varied source of problems for exploration and communication, expands knowledge of mathematics in directions related to elementary and middle school curricula, and is easily presented using our best understanding of the ways that mathematics is learned and taught. The presentation is right. In the spirit of NCTM's Principles and Standards for School Mathematics, topics are presented with careful attention to the best traditions of problem solving, reasoning and proof, communication, connections with other disciplines and other areas of mathematics, and varied modes of representation.
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Growing out of a course in the history of mathematics given to school teachers,the present book covers a number of topics of elementary mathematics from both the mathematical and historical perspectives.Included are topics from geometry (π, Napoleon's Theorem, trigonometry),recreational mathematics (the Pell equation, Fibonacci numbers), and computational mathematics (finding square roots, mathematical tables). Although written with the needs of the mathematics teacher in mind, the book can be read profitably by any high school graduate with a liking for mathematics.
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An essential reference for all elementary teachers This comprehensive resource contains useful lists on all the subjects elementary teachers need, from core content to tips on classroom management to advice for students on study skills. The lists highlight vital areas of interest including reading, writing, mathematics, science, social studies, developing social skills, developing effective study skills, and working with an inclusive classroom. 350 reproducible lists on a wealth of subjects of interest to elementary teachers Advice for setting up the classroom, interacting with parents, and making classroom modifications Tips for use with students on studying for tests, organizing homework, and taking good notes All the lists are correlated to national content standards and will be helpful as quick study aids as well as for general reference.
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This book reflects the author's experience in teaching a mathematics content course for pre-service elementaryteachers. The book addresses a number of recommendations of the Conference Board of the Mathematical Sciencesfor the preparation of teachers demonstrating how abstract mathematical concepts can be motivated byconcrete activities. Such an approach, when enhanced by the use of technology, makes it easier for the teachersto grasp the meaning of generalization, formal proof, and the creation of an increasing number of concepts onhigher levels of abstraction. A strong experiential component of the book made possible by the use of manipulativematerials and digital technology such as spreadsheets, The Geometer's Sketchpad, Graphing Calculator 3.5(produced by Pacific Tech), and Kid Pix Studio Deluxe makes it possible to balance informal and formalapproaches to mathematics, allowing the teachers to learn how the two approaches complement each other.Classroom observations of the teachers' learning mathematics as a combination of theory and experiment confirmthat this approach elevates one's mathematical understanding to a higher ground. The book not only showsthe importance of mathematics content knowledge for teachers but better still, how this knowledge can be graduallydeveloped in the context of exploring grade-appropriate activities and tasks and using computational andmanipulative environments to support these explorations.Most of the chapters are motivated...
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This book is grounded in the author's experiences of teaching mathematics forprospective elementary school teachers and conducting research on theirunderstanding of mathematical concepts. It is a reflection on practice and anattempt to cope with a double challenge: that of a teacher, in helping prospectiveteachers make sense of mathematics, and that of a researcher, in an attempt tounderstand and describe the challenges faced by students. This work fits withinthe current community interest on teacher education and provides a novel focus,with both theoretical and practical considerations.The central claim in this book is that encounters with mathematical content by prospective elementary schoolteachers constitute relearning, rather than learning, of mathematics. The specific focus is on topics related toelementary number theory (e.g. divisibility, prime factorization), which is referred to as a "forgotten queen"(following Gauss' reference to number theory as a queen of mathematics). This is the content area that has notreceived significant attention in mathematics education research. The book can be summarized as an attempt toaddress the following questions: What is relearning of mathematical content and how is it similar to or differentfrom learning? What are the examples of specific mathematical topics or concepts that require relearning? Whatpedagogical approaches can support relearning? The detailed analysis ofresearch data and pedagogical approaches presen...
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This monograph marks a major step in the growth of the Association of Mathematics Teacher Educators (AMTE) as the leading organization for mathematics teacher educators. It is an effort by AMTE to provide further support for the work of mathematics teacher educators throughout the United States. It is hoped that readers will find this monograph to be useful in their day-to-day work with mathematics teachers. Learning to be a mathematics teacher is a life-long process, but so is learning to be a mathematics teacher educator. Just as mathematics teachers need opportunities for professional growth, so do mathematics teacher educators. Publications such as this monograph can serve an important role in the professional development of mathematics teacher educators.
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Teaching Mathematics is nothing less than a mathematical manifesto. Arising in response to a limited National Curriculum, and engaged with secondary schooling for those aged 11 ̶ 14 (Key Stage 3) in particular, this handbook for teachers will help them broaden and enrich their students' mathematical education. It avoids specifying how to teach, and focuses instead on the central principles and concepts that need to be borne in mind by all teachers and textbook authors-but which are little appreciated in the UK at present.This study is aimed at anyone who would like to think more deeply about the discipline of 'elementary mathematics', in England and Wales and anywhere else. By analysing and supplementing the current curriculum, Teaching Mathematics provides food for thought for all those involved in school mathematics, whether as aspiring teachers or as experienced professionals. It challenges us all to reflect upon what it is that makes secondary school mathematics educationally, culturally, and socially important.
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A volume in Research in Curriculum and InstructionSeries Editor: O. L. Davis, Jr. The University of Texas at AustinIn many elementary classrooms, social studies has taken a back seat to EnglishLanguage Arts and Mathematics in the wake of No Child Left Behind and Race tothe Top This volume is not another hand-wringing lament. On the contrary, theelementary educators who have contributed to this volume have a positive set ofstories to tell about how social studies can play a central role in the elementary classroom, how teachers can integratesocial studies knowledge and skills throughout the school day, and how this learning can carry over intochildren's homes and communities.The seven case studies in this book, one at each elementary grade level, highlight exemplary teachers in whoseclassrooms social studies is alive and well in this age of accountability. At the end of each case study, eachteacher provides advice for elementary teachers of social studies. Our hope is that elementary teachers and prospectiveteachers, elementary principals, social studies supervisors, staff developers, and professors of elementarysocial studies methods who study the stories that we tell can beempowered to return social studies to its rightful place in the curriculum.
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This book focuses on shame: a reaction to other people's criticisms and an emotional response to knowing and doing mathematics. It is suggested that shame is a crucial feature of primary teachers' professional identity, since it appears to disrupt their relationship with mathematics and a sense of disconnectedness to it. Three factors are being explored as regards to their action on inducing shame, namely the nature of school mathematics, teachers' personal experiences with mathematics and the gendering of mathematics. Furthermore, a discussion for turning shame on its head is attempted. In specific, it is stressed out that there is a need for restructuring primary teachers' professional identity by creating conditions under which mathematics is demystified, in order for teachers to (re)connect with the subject. Participating in communities of practice and developing different kinds of relationships are suggested to be productive ways of influencing primary teachers' beliefs, attitudes and emotions about mathematics.
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Bachelor Thesis from the year 2018 in the subject Mathematics - Didactics, grade: 6, Mountains of the Moon University, language: English, abstract: This study aimed at establishing teachers' quality factors that affect pupils' achievement in mathematics. The study was based on two objectives; to establish the relative effect of teacher's qualification and experience on pupils' achievement levels, to establish the relationship between teachers' commitment and pupils' achievement in mathematics. The study tested the hypotheses; there is no correlation between teacher's qualification and pupils' achievement levels, there is no relationship between teachers experience and pupils' achievement levels, there is no correlation between teachers' commitment and pupils' achievement in mathematics. The study used teachers, pupils and head teachers to obtain data, a total of 70 respondents were randomly and purposively selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings and discussions, it was revealed that first, the teachers' qualification and experience have nothing to do with pupils' level of achievement in mathematics. Secondly, the teachers' low level of commitment is responsible for the low levels of pupils' achievement in Kyondo sub-county.
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A volume in The Montana Mathematics Enthusiast: Monograph Series in Mathematics EducationThe teaching and learning of mathematics in British Columbia has a long and storied history. An integral part of the past 50 years (1962-2012) of this history has been Vector: Journal of the British Columbia Association of Mathematics Teachers. This volume, which presents ten memorable articles from each of the past five decades, that is, 50 articles from the past 50 years of the journal, provides an opportunity to share this rich history with a wide range of individuals interested in the teaching and learning of mathematics and mathematics education. Each decade begins with an introduction, providing a historical context, and concludes with a commentary from a prominent member of the British Columbia mathematics education community. As a result, this monograph provides a historical ac-count as well as a contemporary view of many of the trends and issues in the teaching and learning of mathematics. This volume is meant to serve as a re-source for a variety of individuals including: teachers of mathematics, mathematics teacher educators, mathematics education researchers, historians, and undergraduate and graduate students. Most importantly, this volume is a celebratory retrospective on the work of the British Columbia Association of Mathe-matics Teachers.
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This work was intended to access teachers' perceptions and statistical knowledge for teaching statistics using modeling in secondary schools. The data were collected from secondary school mathematics teachers in Addis Ababa, Ethiopia. Questionnaire and interview were instruments employed for data collection. Thus the findings indicated that most respondents have positive perceptions for teaching statistics topics. Other main finding was teachers statistical knowledge, the results indicated that minority of teachers haven't necessary statistical knowledge for teaching statistical topics. Because in my country Ethiopia mathematics teachers' were trained to teach mathematics rather than statistics and they were took sometimes one introductory statistic course. But in secondary schools mathematics book, there are some statistical topics to be taught. It was also found that teachers didn't use modeling when they teach those topics because of different challenges like; teacher's knowledge, time, motivation, facilities, and students' background knowledge.
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This book provides examples of the ways in which 9-12 grade mathematics teachers from across North America are engaging inresearch. It offers a glimpse of the questions that capture the attention of teachers, the methodologies that they use to gather data, and theways in which they make sense of what they find. The focus of these teachers' investigations into mathematics classrooms ranges from students'understanding of content to pedagogical changes to social issues. Underlying the chapters is the common goal of enabling students todevelop a deep understanding of the mathematics they learn in their classrooms.By opening their analysis of their classroom practice to our inspection, these courageous teachers have invited us to think alongwith them and to learn more about our own teaching as a result. By sharing their work, they have given the mathematics education communityan important opportunity. Everyone who reads this book-teachers, researchers, teacher-researchers, policy makers, administrators, andothers interested in mathematics education-can learn from the findings and the light that they shed on issues important to mathematics education.This book, and the series of which it is a part, also provides the opportunity to step back and reflect on what can be learned aboutresearch from teachers who have engaged in the process. Areas of insight include: (a) the importance of collaboration and participation incommunities that value research, (b) the potential of teache...
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The sixth monograph of AMTE highlights examples of the important scholarship of the mathematics teacher education community. This monograph, like others produced by AMTE, serves as a forum for mathematics teacher educators to exchange ideas, experiences, resources, and detailed acounts of work to improve preservice and inservice teacher preparation. Chapters address important issues such as: designing tasks to emphasize mathematics knowledge for teaching; capitalizing on opportunities for student teaching mentor learning; and learning to lead classroom mathematics discussions.
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5852 руб. или Купить в рассрочку!

A volume in the series The Montana Mathematics Enthusiast: Monograph Seriesin Mathematics Education. Series Editor: Bharath Sriraman, The University of MontanaThe teaching and learning of mathematics in Alberta - one of three Canadian provinces sharing aborder with Montana - has a long and storied history. An integral part of the past 50 years (1962-2012) of this history has been delta-K: Journal of the Mathematics Council of the AlbertaTeachers' Association. This volume, which presents ten memorable articles from each of the pastfive decades, that is, 50 articles from the past 50 years of the journal, provides an opportunity toshare this rich history with a wide range of individuals interested in the teaching and learning of mathematics and mathematicseducation. Each decade begins with an introduction, providing a historical context, and concludes with a commentary from a prominentmember of the Alberta mathematics education community. As a result, this monograph provides a historical account as well as acontemporary view of many of the trends and issues in the teaching and learning of mathematics. This volume is meant to serve as aresource for a variety of individuals, including teachers of mathematics, mathematics teacher educators, mathematics educationresearchers, historians, and undergraduate and graduate students. Most importantly, this volume is a celebratory retrospective on thework of the Mathematics Council of the Alberta Teachers' Association.
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826 руб. или Купить в рассрочку!

Эта книга — репринт оригинального издания (издательство "Florida Southern College", 1949 год), созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.In-service training for elementary teachers of Hardee County
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Эта книга — репринт оригинального издания 1880 года, созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.An advanced manual of teaching for teachers of elementary and higher schools.
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Master's Thesis from the year 2011 in the subject Computer Science - Didactics, University of Twente (Behavioural Science), course: ICT in science and mathematics - Educational Science and Technology, language: English, abstract: This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be effective in enhancing pre-service science and mathematics teachers' competency in integrating technology, pedagogy and content; as well as the impact of those practices in the development of preservice teachers' technological pedagogical content knowledge.An action research approach was employed in the study, employing the pre and post-intervention assessment of preservice teachers' knowledge on technology, pedagogy and content. Planed interventions were carried out during the study, to enable preservice teachers to identify areas of weaknesses in their technology integration competencies, and propose alternative approaches for addressing the identified weaknesses. Student questionnaire, instructor interview and observation checklist were used to collect date before, during and after intervention. Researcher's log book, digital camera and audio recorder were used in recording events an...
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The goal of AMTE Monograph 4, "Cases in Mathematics Teacher Education: Tools for Developing Knowledge Needed for Teaching", is to provide detailed accounts of case use that will inform the mathematics teacher education community on the range of ways in which cases can be used to foster teacher learning and the capacity to reflect on and learn from teaching. The chapters in this monograph describe the use of cases with preservice and practicing teachers at all levels K - 12, in content and methods courses as well as professional development settings, and focus on developing various aspects of teachers' knowledge base (i.e., content, pedagogy, and students as learners). Hence, Monograph 4 should prove to be a superb resource for mathematics teacher educators.
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This study involves identifying the value added to student achievement by a teachers' certification pathway. States have control in critical aspects of teacher education including licensing, accreditation, advanced certification, and on-the-job evaluation, all which play into making substantial differences in the policies and practices employed by the states. In reviewing the research on teacher knowledge from the elementary education certification avenue, there have been some conflicting results pertaining to the level of content knowledge required to maximize student achievement. The elementary pathway to obtain a license to teach middle school mathematics involves a distinctly different amount and level of content coursework than a secondary pathway. This book provides insight into understanding how to support middle school mathematics teachers in the preparation for the certification process so they have the competence and skill to deliver quality instruction to their students. The analysis should help inform hiring practices, preparation programs, and teacher licensing requirements in an effort to maximize achievement potential for all students preparing for algebra.
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The performance of Mathematics at Kenya Certificate of Primary Education has remained low compared to other subjects at this level (KNEC, 2006,2007,2008). This study investigated the factors affecting the teaching and learning of Mathematics in selected public primary schools in Usian Gishu between the period of May and July 2010. The study was guided by the following objectives: to establish the teacher, learner, syllabus and school-related factors affecting the teaching and learning of Mathematics and to determine challenges faced in Mathematics teaching and learning in primary schools. The study employed a descriptive survey study design and was guided by the education production function theory. The study population comprised of head teachers, teachers and pupils in public primary schools in Usian Gishu of Rift-Valley province. Stratified random sampling was used in selecting 15 schools for participation in this study. Purposive sampling was used to select fifteen head teachers and 45 teachers of Mathematics for inclusion in this study.
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The book is well-known Petersburg mathematics, methodologist and teacher Boris Germanovich Ziv is based on a very popular teaching materials, publishing previously published "Enlightenment", but with significant modifications and changes. Recommended for teachers of secondary schools, it can be used in optional classes and study circles in regular classes and in classes with in-depth study of mathematics.
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Эта книга — репринт оригинального издания, созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.
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Research Paper (undergraduate) from the year 2013 in the subject Pedagogy - Common Didactics, Educational Objectives, Methods, Hooks Independend School Distict, language: English, abstract: The effectiveness of an Integrated STEM Professional Development Model for elementary teachers was evaluated in terms of students' perceptions of the classroom learning environment and student outcomes towards mathematics. The sample consisted of 664 grade 3 - 5 mathematics students from 41 mathematics classrooms. Students from a STEM focused elementary school (Morriss) provided 191 student responses with 473 student responses coming from 4 other elementary schools within the same school district. The students responded to a learning environment questionnaire based on three scales from the What Is Happening In this Class? (WIHIC) and the attitude scale from the Test Of Science Related Attitudes (TOSRA).Factor structure, internal consistency reliability, discriminate validity, and the ability to distinguish between different classes were supported by data analysis of Morriss and Other student groups. An ANOVA was used which produced statistically significant differences in the Cooperation scale. Morriss students' perceived higher levels of cooperation in their classrooms relative to Other students from schools within the same school district. Student outcomes (Achievement and Attitudes) showed a significant difference suggesting that the Morriss students may be performing better on ...
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This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness ofand commitment to teaching mathematics for understanding. The research findings presented in these chapters suggest instructional implicationsworthy of these teachers' consideration. Often, the authors in this volume describe instructional practices or raise issues that have thepotential to broaden views of teaching and learning mathematics. These chapters provide interesting problems and tasks used in the authors'work that readers can use in their own classrooms.The volume can also be used with courses for preservice and inservice teachers, collaborative teacher study groups, and other professionalactivities. A hallmark of good research is its connection to the relevant literature in the field, and the authors of this volume havethemselves drawn from the research literature to inform their work. The reference lists accompanying these chapters can be useful resourcesand should not be overlooked. Most importantly for teacher education, this volume showcases the variety of ways teachers can becomeengaged in research, and we hope that readers will recognize that teacher research can be both accessible and beneficial in the preparationand professional development of teachers.This is not to suggest, however, that this volume is intended only for teachers and teacher educators. It is also intended to be aninteresting, informative resource for other resea...
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The seventh monograph of AMTE highlights examples of important scholarship of and for the mathematics teacher education community. This monograph, like others produced by AMTE, serves as a forum for mathematics teacher educators to exchange ideas, experiences, resources, and detailed accounts of work to improve teacher preparation. Chapters in this monograph take up a variety of issues such as using online social networking in the preparation of teachers, examining the impact of textbook-specific professional development, and offering a mathematics-specific reading in the content area course.
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The Elementary course that gets students talking, and that helps teachers and students more than any other.
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The Elementary course that gets students talking, and that helps teachers and students more than any other. Рекомендуем!
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A highly successful presentation of the fundamental concepts of number theory and computer programming Bridging an existing gap between mathematics and programming, Elementary Number Theory with Programming provides a unique introduction to elementary number theory with fundamental coverage of computer programming. Written by highly-qualified experts in the fields of computer science and mathematics, the book features accessible coverage for readers with various levels of experience and explores number theory in the context of programming without relying on advanced prerequisite knowledge and concepts in either area. Elementary Number Theory with Programming features comprehensive coverage of the methodology and applications of the most well-known theorems, problems, and concepts in number theory. Using standard mathematical applications within the programming field, the book presents modular arithmetic and prime decomposition, which are the basis of the public-private key system of cryptography. In addition, the book includes: Numerous examples, exercises, and research challenges in each chapter to encourage readers to work through the discussed concepts and ideas Select solutions to the chapter exercises in an appendix Plentiful sample computer programs to aid comprehension of the presented material for readers who have either never done any programming or need to improve their existing skill set A related website with links to select exercises An Instructor’s Solutions Manual available on a companion website Elementary Number Theory with Programming is a useful textbook for undergraduate and graduate-level students majoring in mathematics or computer science, as well as an excellent supplement for teachers and students who would like to better understand and appreciate number theory and computer programming. The book is also an ideal reference for computer scientists, programmers, and researchers interested in the mathematical applications of programming.
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Mathematics teacher education has a critical role to play in preparing teachers to put at center stage goals tosupport equity in mathematics education and to diversify student interest and participation in mathematics.These goals must also resonate with broader public interest goals to improve educational and socialconditions both in the U.S. and abroad. The Mathematics Teacher Education in the Public Interest book aimsto support mathematics teacher educators to prepare teachers with new knowledge and skills to support allstudents to learn mathematics and to become informed, engaged, and critical citizens within theircommunity, nation, and world. While internationally there is considerable interest among mathematicseducators in issues of equity and social justice, the literature on mathematics teacher education for equity andsocial justice thus far has been very limited.The book provides theoretical discussions on the need for equity and social justice emphases inmathematics teacher education, as well as practical examples from mathematics teacher educators, documenting their own professional efforts tocenter practices on equity and social justice. Section emphases include critical perspectives on mathematics teacher education, the use of equity andsocial justice-themed activities in mathematics teacher preparation courses, and issues of identity and community and cultural contexts in mathematicsteacher education. In addition syntheses of major ideas of the book are offered b...
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These materials were developed, in part, by a grant from the federally-fundedMathematics and Science Partnership through the Center for STEM Education.Some of the activities were adapted from the National Council of Teachers ofMathematics Illuminations, the National Library of Virtual Manipulatives,Hands-On Math Projects with Real Applications by Judith A. Muschla and GaryR. Muschla, Learning Math with Calculators: Activities for Grades 3-8 by LenSparrow and Paul Swan, and Mathematical Ideas by Charles D. Miller, Vern E.Heeren and John Hornsby.
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A Volume in The Montana Mathematics Enthusiast:Monograph Series in Mathematics EducationSeries Editor Bharath Sriraman, The University of MontanaThe intent of this monograph is to showcase successful implementation ofmathematical discourse in the classroom. Some questions that might beaddressed are:* How does a teacher begin to learn about using discourse purposefully toimprove mathematics teaching and learning?* How is discourse interwoven into professional development content courses toprovide teachers with the tools necessary to begin using discourse in their ownclassrooms?* What does a discourse-rich classroom look like and how is it different from other classrooms, from both theteacher's and the students' perspectives?* How can teachers of pre-service teachers integrate discourse into their content and methods courses?* How can we use discourse research to inform work with teachers, both pre- and in-service, for example, to helpthem know how to respond to elicited knowledge from students in their classrooms?* What are the discourse challenges in on-line mathematics courses offered for professional development? Canon-line classrooms also be discourse-rich? What would that look like?* In what ways does mathematical discourse differ from discourse in general?
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Virginia Evans Enterprise 2. Grammar Book (Teacher's). Elementary. Грамматический справочник.
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Пособие для учителей.
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Эта книга — репринт оригинального издания (издательство "Charleston, State of West Virginia Dept. of free-schools", 1916 год), созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.The examination handbook giving the provisions for the certification of teachers and the issuing of elementary diplomas.
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Эта книга — репринт оригинального издания (издательство "Cooperstown, N.Y., Crist, Scott & Parshall", 1899 год), созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.Outlines of the history of education, for teachers' training classes and all who desire an elementary knowledge of the subject.
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Document from the year 2011 in the subject Mathematics - General, Basics, , language: English, abstract: John Bredakis method and highways without speed limit.Cook book forumlas for integrals.A serious attempt to make my method and the gamma function accessible to anyone dealing with integral calculus. The bing bang derivation of innumerous mathematical formulas starting from elementary trigonometrie.
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English Unlimited is a six-level (A1 to C1) goals-based course for adults. Centred on purposeful, real-life objectives, it prepares learners to use English independently for global communication. The English Unlimited Elementary Testmaker CD-ROM and Audio CD gives teachers the flexibility to create, edit, save and print their own tests. It is extremely easy to use but offers a range of functionality for those teachers who like the flexibility to adapt tests to their students' particular needs. Teachers can choose from Progress tests for each unit and skills-based Achievement tests. The Testmaker software can produce two versions of each test to prevent students from sharing answers. The Testmaker also contains all the audio required for test listening components, plus a comprehensive Placement test.
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Curriculum materials are among the most pervasive and powerful influences on schoolmathematics. In many mathematics classes, student assignments, the questions theteacher asks, the ways students are grouped, the forms of assessment, and much moreoriginate in curriculum materials. At the same time, teachers have considerable latitude inhow they use their curriculum materials. Two classes making use of the same materialsmay differ markedly in what mathematics content is emphasized and how students are engaged in learning that content.This volume considers a variety of research tools for investigating the enactment of mathematics curriculum materials,describing the conceptualization, development, and uses of seven sets of tools. Mathematics education researchers,curriculum developers, teacher educators, district supervisors, teacher leaders, and math coaches will find insights that canimprove their work, and guidance for selecting, adapting, and using tools for understanding the complex relationshipbetween curriculum materials and their enactment in classroom instruction.
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Эта книга — репринт оригинального издания (издательство "Toronto : The Ryerson Press"), созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.Ontario Teachers' Manuals - Elementary Agriculture and Horticulture.
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Macmillan Mathematics is a six-level Primary Mathematics course designed to meet the needs of international learners. The Teacher's Guide includes facsimiles of the Pupil's Book pages, answers to all the exercises, and supportive lesson notes to ensure that teachers get the most out of the course and their pupils.
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Helpful advice for teaching Common Core Math Standards to middle-school students The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. Hands-on Activities for Teaching the Common Core Math Standards is designed to help teachers instruct their students so that they will better understand and apply the skills outlined in the Standards. This important resource also gives teachers a wealth of tools and activities that can encourage students to think critically, use mathematical reasoning, and employ various problem-solving strategies. Filled with activities that will help students gain an understanding of math concepts and skills correlated to the Common Core State Math Standards Offers guidance for helping students apply their understanding of math concepts and skills, develop proficiency in calculations, and learn to think abstractly Describes ways to get students to collaborate with other students, utilize technology, communicate ideas about math both orally and in writing, and gain an appreciation of the significance of mathematics to real life This practical and easy-to-use resource will help teachers give students the foundation they need for success in higher mathematics.
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A volume in Research in Mathematics EducationSeries Editor Barbara J. Dougherty, Iowa State UniversityThis volume contains papers from the Second International Curriculum Conference sponsored by the Centerfor the Study of Mathematics Curriculum (CSMC). The intended audience includes policy makers, curriculumdevelopers, researchers, teachers, teacher trainers, and anyone else interested in school mathematics curricula.
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Macmillan Mathematics is a six-level Primary Mathematics course designed to meet the needs of international learners. The Teacher's Guide includes facsimiles of the Pupil's Book pages, answers to all the exercises, and supportive lesson notes to ensure that teachers get the most out of the course and their pupils.
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This book provides an insightful view of effective teaching practices in China from an internationalperspective by examining the grades 7-12 mathematics teacher preparation in the Shandong province ofChina. It is an excellent reference book for teacher educators, researchers, reformers, and teachingpractitioners. A qualitative research approach, involving in-depth interviews with purposive sampling often grades 7-12 award-winning mathematics teachers, was chosen to conduct the study. The participantsare from the Shandong province and have been awarded recognition for his/her achievements in teachinggrades 7-12 mathematics by the different levels: school, district, city, province, or nation; and his/herstudents have achieved high average scores in college entrance exams or in high school entrance examsamong the classes at the same grade level.Data analysis revealed the following findings: first, grades 7-12 mathematics teachers from the Shandong province of China were prepared to teachthrough pre-service training, in-service training, and informal learning. The pre-service training can be characterized as emphasizing formalmathematics training at advanced level. The in-service training is integrated with teacher collaboration and teaching research, and has thecharacteristics of diversity, continuity, and orientation toward teaching practice. The in-service training also stimulates teachers to conduct selfdirectedlearning. Second, the award-winning grades 7-12 mathematics teach...
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An easy-to-read presentation of the early history of mathematics Engaging and accessible, An Introduction to the Early Development of Mathematics provides a captivating introduction to the history of ancient mathematics in early civilizations for a nontechnical audience. Written with practical applications in a variety of areas, the book utilizes the historical context of mathematics as a pedagogical tool to assist readers working through mathematical and historical topics. The book is divided into sections on significant early civilizations including Egypt, Babylonia, China, Greece, India, and the Islamic world. Beginning each chapter with a general historical overview of the civilized area, the author highlights the civilization’s mathematical techniques, number representations, accomplishments, challenges, and contributions to the mathematical world. Thoroughly class-tested, An Introduction to the Early Development of Mathematics features: Challenging exercises that lead readers to a deeper understanding of mathematics Numerous relevant examples and problem sets with detailed explanations of the processes and solutions at the end of each chapter Additional references on specific topics and keywords from history, archeology, religion, culture, and mathematics Examples of practical applications with step-by-step explanations of the mathematical concepts and equations through the lens of early mathematical problems A companion website that includes additional exercises An Introduction to the Early Development of Mathematics is an ideal textbook for undergraduate courses on the history of mathematics and a supplement for elementary and secondary education majors. The book is also an appropriate reference for professional and trade audiences interested in the history of mathematics. Michael K. J. Goodman is Adjunct Mathematics Instructor at Westchester Community College, where he teaches courses in the history of mathematics, contemporary mathematics, and algebra. He is also the owner and operator of The Learning Miracle, LLC, which provides academic tutoring and test preparation for both college and high school students.
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A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the conversation among those involved in mathematics teacher education needs to include discussion of this group as well. This conversation also highlights a need for professional development for teacher educators and research on the development of teacher educators. This monograph discusses issues in educating all of these groups of individuals in an effort to continue the conversation among those involded in mathematics teacher education.
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Macmillan Mathematics is a six-level Primary Mathematics course designed to meet the needs of international learners. The Teacher's Guide includes facsimiles of the Pupil's Book pages, answers to all the exercises, and supportive lesson notes to ensure that teachers get the most out of the course and their pupils.
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The experience and knowledge acquired in teacher education courses should build important fundamentalsfor the future teaching of mathematics. In particular, experience in mathematical problem solving, and inplanning lessons devoted to problem solving, is an essential component of teacher preparation. This bookdevelops a problem solving approach and is intended to be a text used in mathematics education courses (orprofessional development) for pre-service or in-service middle and secondary school teachers. It can be usedboth in graduate and undergraduate courses, in accordance with the focus of teacher preparation programs.The content of the book is suited especially for those students who are further along in their mathematicseducation preparation, as the text is more involved with mathematical ideas and problem solving, anddiscusses some of the intricate pedagogical considerations that arise in teaching. The text is written not as anintroduction to mathematics education (a first course), but rather as a second, or probably, third course. Thebook deals both with general methodology issues in mathematics education incorporating a problem solvingapproach (Chapters 1-6) and with more concrete applications within the context of specific topics - algebra, geometry, and discrete mathematics(Chapters 7-13).The book provides opportunities for teachers to engage in authentic mathematical thinking. The mathematical ideas under consideration build onspecific middle and secondary school ...
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Praise for the Second Edition «An amazing assemblage of worldwide contributions in mathematics and, in addition to use as a course book, a valuable resource . . . essential.» —CHOICE This Third Edition of The History of Mathematics examines the elementary arithmetic, geometry, and algebra of numerous cultures, tracing their usage from Mesopotamia, Egypt, Greece, India, China, and Japan all the way to Europe during the Medieval and Renaissance periods where calculus was developed. Aimed primarily at undergraduate students studying the history of mathematics for science, engineering, and secondary education, the book focuses on three main ideas: the facts of who, what, when, and where major advances in mathematics took place; the type of mathematics involved at the time; and the integration of this information into a coherent picture of the development of mathematics. In addition, the book features carefully designed problems that guide readers to a fuller understanding of the relevant mathematics and its social and historical context. Chapter-end exercises, numerous photographs, and a listing of related websites are also included for readers who wish to pursue a specialized topic in more depth. Additional features of The History of Mathematics, Third Edition include: Material arranged in a chronological and cultural context Specific parts of the history of mathematics presented as individual lessons New and revised exercises ranging between technical, factual, and integrative Individual PowerPoint presentations for each chapter and a bank of homework and test questions (in addition to the exercises in the book) An emphasis on geography, culture, and mathematics In addition to being an ideal coursebook for undergraduate students, the book also serves as a fascinating reference for mathematically inclined individuals who are interested in learning about the history of mathematics.
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100 ready-to-use graphic organizers that help elementary students learn Graphic organizers are a powerful metacognitive teaching and learning tool and this book features 100 graphic organizers for teachers in grades K-5—double the number of any other book on the market. These graphic organizers can be used as before learning, during learning, or after learning activities, and support students' learning in the major content areas: English language arts, science, social studies, and mathematics. Teachers can use each graphic organizer as-is or customize for their own classroom's unique needs. Tips for classroom implementation and information on how the tool supports learning A Difficulty Dial that indicates the complexity of each graphic organizer Two Student Samples demonstrating how the organizer may be used with younger and older students This book gives teachers in grades K-5 a powerful way to help students understand relationships between facts, terms, and ideas.
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Through the chapters in this volume we learn about the research foci and/ or questions that these classroom teachers are interested in examining,the mathematics content through which they engaged their students in these explorations, the data sources they used to make sense oftheir focus and questions, and their roles in the research.An overarching theme through all the chapters in this volume is the learning and professional development that occurs through teacherresearch. What these authors learned about student learning and their own teaching practice far exceeded the focus of their particularresearch questions. For some, the research validated their beliefs and instructional practices; for others, it deepened or extended their understandingof mathematics, or raised their expectations of students' capabilities. For all, it is fair to say, their research increased their awarenessof how students come to know and understand mathematics, and enabled them to gain insight into the complexity of teaching. Lampert(2001) noted, "One reason teaching is a complex practice is that many of the problems a teacher must address to get students to learn occursimultaneously, not one after another" (p. 2). We, as readers, gain a window into these teachers' research within and about the complexity ofclassroom teaching.
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Research Paper (postgraduate) from the year 2012 in the subject Mathematics - Miscellaneous, Vinoba Bhave University (Shivaji College, University of Delhi), language: English, abstract: The present book introduces new functions named as dominating functions, sequential functions and dominating sequential functions, which dominates all most all classical elementary functions. Following the tradition each new function has been divided into four types as trigonometric, hyperbolic, exponential and logarithmic functions. In the book we find that the classical elementary functions are the particular case of the new functions. This is the reason of calling them dominating functions. In fact dominating functions behave like superset of the classical one as will be seen in the book. These functions solve the lack of mathematical notations for many nonelementary functions generated from indefinite integrations. Some of the examples have been given in the present book. The students, teachers and researchers will find new functions for further research in different areas of mathematics, physics, etc.
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Link is a comprehensive course that offers a clear, balanced approach to learning English. It provides an attractive and motivating link between elementary and advanced levels. Link Elementary Teacher's Book accompanies the Link Elementary Course Book. It provides a complete guide for teachers as they lead their students through the course. Key Features: background information, where appropriate; a key to all the Course Book tasks with justification where appropriate; full instructions for completing the tasks in each unit; tips for the teacher; notes on the projects; suggestions for extra activities; tapescripts for the listening tasks; carefully selected word lists for each unit of the Course Book which assist revision for the tests; additional composition titles for each unit.
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Эта книга — репринт оригинального издания (издательство "New York, The Macmillan company; London, Macmillan & co., ltd.", 1896 год), созданный на основе электронной копии высокого разрешения, которую очистили и обработали вручную, сохранив структуру и орфографию оригинального издания. Редкие, забытые и малоизвестные книги, изданные с петровских времен до наших дней, вновь доступны в виде печатных книг.A history of elementary mathematics with hints on methods of teaching
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Total English is a new course for young adults and adults. It provides solutions to the challenges teachers and students face every day with a complete package of effective, easy-to-use resources. Total English Elementary Teacher's Resource Book provides all the support teachers need: Detailed Teaching notes with instructions on how to use the material as well as ideas for warm-up, lead-in and extension activities. Extensive bank of photocopiable activities practise language areas covered in the Students' Books in a freer, more communicative context. DVD/Video worksheets provide more in-depth practice of the DVD/Video material. Four Photocopiable tests covering grammar, vocabulary, reading, listening and writing enable teachers and learners to assess progress.
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This monograph represents the work of many mathematics teacher educators who explored the content knowledge and pedagogical knowledge that make up the middle grades learning experience. The middle grades remains a unique period of time in students' development and as such provides both challenges and promising opportunities for those who prepare teachers of middle grades mathematics. This work is the final product of an exciting NSF supported endeavor that gathered leaders in the field and explored curriculum, case studies of program models at several institutions, as well as issue papers on such key topics as assessment, technology, and preparing culturally responsive teachers. AMTE hopes this monograph will stimulate discussion and bring attention to this critical period of schooling.
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This study was designed to make a comparative analysis of mathematics achievement between girls and boys at lower secondary education level. It was also aimed at investigating the extent of association between girls' mathematics achievement and school type. Besides, students' attitude towards mathematics, parents' attitude and teachers' attitude on students' mathematics performance based on their gender were analysed. The study has employed both quantitative and qualitative data gathering methods. Instruments were applied to 1280 students drawn from 10 Addis Ababa lower cycle of secondary schools (grade nine and ten). This book will help other professionals as stepping stone for further study in the area by considering more variables which don't included under this book.
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Doctoral Thesis / Dissertation from the year 2010 in the subject Sociology - Knowledge and Information, grade: A, Atlantic International University (School of Social and Human Studies), course: Doctorate in Education, language: English, abstract: The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students' affective factors were examined. All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education. The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the per... An easy-to-read presentation of the early history of mathematics Engaging and accessible, An Introduction to the Early Development of Mathematics provides a captivating introduction to the history of ancient mathematics in early civilizations for a nontechnical audience. Written with practical applications in a variety of areas, the book utilizes the historical context of mathematics as a pedagogical tool to assist readers working through mathematical and historical topics. The book is divided into sections on significant early civilizations including Egypt, Babylonia, China, Greece, India, and the Islamic world. Beginning each chapter with a general historical overview of the civilized area, the author highlights the civilization’s mathematical techniques, number representations, accomplishments, challenges, and contributions to the mathematical world. Thoroughly class-tested, An Introduction to the Early Development of Mathematics features: Challenging exercises that lead readers to a deeper understanding of mathematics Numerous relevant examples and problem sets with detailed explanations of the processes and solutions at the end of each chapter Additional references on specific topics and keywords from history, archeology, religion, culture, and mathematics Examples of practical applications with step-by-step explanations of the mathematical concepts and equations through the lens of early mathematical problems A companion website that includes additional exercises An Introduction to the Early Development of Mathematics is an ideal textbook for undergraduate courses on the history of mathematics and a supplement for elementary and secondary education majors. The book is also an appropriate reference for professional and trade audiences interested in the history of mathematics. Michael K. J. Goodman is Adjunct Mathematics Instructor at Westchester Community College, where he teaches courses in the history of mathematics, contemporary mathematics, and algebra. He is also the owner and operator of The Learning Miracle, LLC, which provides academic tutoring and test preparation for both college and high school students.