Huetinck, L. & Munshin, S. N.
Teaching Mathematics in the 21st Century 3rd ed.
Methods and Activities for Grades 6-12
Prentice Hall 2007.6
576 pp.(P)
ISBN 0-13-228142-2
12,600円
Contents
Part I-Prior to Entering the Classroom: 1.History and Introduction to Mathematics Education Reform/ 2.Learning, Motivation, and Basic Management Skills/ 3.Concrete to Abstract With Tools, Manipulatives, Computer Programs, and Calculators/ 4.Based Curricula With Sample Lessons/ 5.Geometry and Algebra Redefined/ Part II-Teaching and Learning in the Classroom: 6.Planning Instruction/ 7.Promoting Communication in the Classroom/ 8.Monitoring and Evaluating Individual Student Performance/ 9.Student Equity/ 10.Focus on Performance Assessment/ Part III-Ongoing Development: 11.Communicating With Parents and Community/ 12.Professional Growth/ Index/ *
Lester, F. K.
Second Handbook of Research on Mathematics Education
数学教育研究ハンドブック
Information Age Publishing 2007.3
1324 PP. (P) * 2 volumes set
ISBN 1-59311-176-2
54,000円
Contents
Preface / Acknowledgements / Part 1: Foundations 1. Putting Philosophy to Work : Coping with multiple theoretical perspectives / 2. Theory in Mathematics Education Scholarship / 3. Method / Part II: Teachers and Teaching 4. Assessing Teachers' Mathematical Knowledge:Wthat Knowledge Matters and What Evidence Counts? / 5. The Mathematical Education and Development of Teachers / 6. Understanding Teaching and Classroom Practice in Mathematics / 7. Mathhematics Teachers' Beliefs and Affect / Part III: Influences on Student Outcomes 8. How Curriculum Infuluences Student Learning / 9. The Effects of Classroom Mathematics Teaching on Students' Learning / 10. Culture, Race, Power, and Mathematics Education / 11. The Role of Culture in Teaching and learning Mathematics / Part IV : Students and Learning 12. Early Childhood Mathematics Learning / 13. Whole Number Concepts and Operations / 14. Rational Numbers and Proportional Reasoning: Toward a Theoretical Framework for Research / 15. Early Algebra / 16. Learning and Teaching of Algebra at the Middle School through College Levels: Building Meaning for Symbols and Their Manipulation / 17. Problem Solving and Modeling / 18. Toward Comprehensive Perspectives on the Learning and Teaching of Proof / 19. The Development of Geometric and Spatial Thinking / 20. Research in Probability: Responding to Classroom Realities / 21. Research on Statistics Learning and Reasoning / 22. Mathematics Thinking and Learning at Post-Secondary Level / Part V : Assessment 23. Keeping Learning on Track: Classroom Assessement and the Regulation of Learning / 24. HIgh Stakes Testing in Mathematics / 25. Large-scale Assessment of Mathematics Education / Part VI : Issues and Perspectives 26. Issues in Access and Equity in Mathematics Education / 27. Reserch on Technology in Mathematics Education: The Perspective of Constructs / 28. Engineering Change in Mathematics Education: Research, Policy, and Practice / 29. Educational Policy Research and Mathematics Education / 30. Mathematics Content Specification in the Age of Assessment / 31. Reflections on the State and Trends in Research on Mathematics Teaching and Learning: From Here to Utopia / About the Contributors / Authors Index / Subject Index / *
Carruthers, E.
Children's Mathematics 2nd ed.
児童の数学教育 第2版
Sage Pub. 2006.8
280 pp.(P)
ISBN 1-4129-2283-6
6,400円
Contents
1.Who Takes Notice of Children's Own 'Written' Mathematics?/ 2.Making Marks, Making Meaning/ 3.Mathematical Schemas/ 4.Early Writing, Early Mathematics/ 5.Bridging the Gap between Home and School Mathematics/ 6.Making Sense of Children's Mathematical Graphics/ 7.Understanding Children's Developing Calculations/ 8.Environments That Support Children's Mathematical Graphics/ 9.Case Studies from Early Childhood Settings/ 10.Developing Children's Written Methods/ 11.Involving Parents and Families/ 12.Children, Teachers and Possibilities/ Reflections/ index/
* Based on the authors' many years' experience in teaching children ages three to eight years and on their extensive research with children in the home, nursery and school, this resource discusses the development and range of young children's mathematical marks and visual representations. It illustrates how children make mental connections between their own early marks and subsequent abstract mathematical symbolism, and go on to develop their own written methods. *
Francois, K. & Bendegem, J. P. V. ed.
Philosophical Dimensions in Mathematics Education
Mathematics Education Library, Vol.42
Springer-Verlag 2007.8
240 pp. (H)
ISBN 0-387-71571-1
11,600円
Contents
1.The untouchable and frightening status of mathematics: Didactics, hidden values and the role of ethnomathematics in mathematics education.- 2.Philosophical Reflections in Mathematics Classrooms. Chances and Reasons.- 3.How to integrate philosophy of mathematics in teacher training courses. 4.The relevant problems encountered in the Greek case as an example.- 5.Learning concepts through the history of mathematics: The case of symbolic algebra.- 6.Meaning and understanding of mathematics. The case of probability.- 7.The formalist mathematical tradition as an obstacle to stochastical reasoning.- 8.On Logic and Intuition in Mathematics and Mathematical Education.- 9.A Place for Education in Contemporary Philosophy of Mathematics: The Case of Quasi-Empirism.- 10.Ethnomathematics in practice.- 11.Postlude.- Notes on Contributors.- Index of Names.- Index of Subjects/ *
Martin, W.G. et al. ed.
The Learning of Mathematics : 69th Yearbook
National Council of Teachers of Mathematics 2007.
367 pp. (H)
ISBN 0-87353-596-0
8,000円
Contents
Part 1.Perspectives on How Students Learn/ Part 2.Issues Related to Students' Learning in School Contexts/ Part 3.Measuring and Interpreting Students' Learning/ Part 4. Teachers' Learning of Mathematics/ Part 5. Reflections on Mathematics Teaching and Learning/ *
Parsons, C.
Mathematical Thought and Its Objects
数学的思考とその対象
Cambridge University Press 2007.12
398 pp.(H)
ISBN 0-521-45279-1
11,400円
Contents
1 Objects and logic/ 2 Structuralism and nominalism/ 3 Modality and structuralism/ 4 A problem about sets/ 5 Intuition/ 6 Numbers as objects/ 7 Intuitive arithmetic and its limits/ 8 Mathematical induction/ 9 Reason/ Bibliography/ Index/
* In Mathematical Thought and Its Objects, Charles Parsons examines the notion of object, with the aim to navigate between nominalism, denying that distinctively mathematical objects exist, and forms of Platonism that postulate a transcendent realm of such objects. He introduces the central mathematical notion of structure and defends a version of the structuralist view of mathematical objects, according to which their existence is relative to a structure and they have no more of a ﾒnatureﾓ than that confers on them. *
224-26 登録日 08.03.22
