Mathematical Challenges For All
portes grátis
Mathematical Challenges For All
Leikin, Roza
Springer International Publishing AG
03/2024
589
Mole
9783031188701
15 a 20 dias
Descrição não disponível.
Chapter 1. Unravelling the construct of mathematical challenge based on conceptual characteristics of mathematical tasks, instructional setting and socio-mathematical norms.- Part I. Mathematical challenges in curriculum and instructional design.- Chapter 2. Introduction to Section I Mathematical challenges in curriculum and instructional design.- Chapter 3. Development and stimulation of early core mathematical competencies in young children: results from the Leuven Wis and Co project.- Chapter 4. Mathematical modelling as a stimulus for curriculum and instructional reform in secondary school mathematics.- Chapter 5. Personalized mathematics and mathematics inquiry: A design framework for mathematics textbooks.- Chapter 6. MATH-KEY program: Opening mathematical minds by means of open tasks supported by dynamic applets .- Chapter 7. Making mathematics challenging through problem posing in the classroom .- Chapter 8. Challenging students to develop mathematical reasoning.- Chapter 9. Mathematical argumentation in small-group discussions of complex mathematical tasks in elementary teacher education settings.- Chapter 10. Commentary to Section I. Commentary on 'Challenge' in terms of curriculum materials and task, the teacher's role and the curriculum.- Part II. Kinds and variation of mathematically challenging tasks.- Chapter 11. Introduction to Section II Many faces of mathematical challenge.- Chapter 12. Probing Beneath the Surface of Resisting and Accepting Challenges in the Mathematics Classroom.- Chapter 13. Mathematical challenge in connecting advanced and secondary mathematics: Recognizing binary operations as functions.- Chapter 14. Challenging variations on a simple task.- Chapter 15. Visualization a pathway to mathematical challenging tasks.- Chapter 16. Challenges in designing and solving technology-based tasks.- Chapter 17. Creativity and Challenge: connections between task complexity and insight required for tasks solution.- Chapter 18. Challenging and assessing undergraduate students' mathematical and pedagogical discourses through MathTASK activities.- Chapter 19. Commentary on Section II Making Mathematics Difficult? What Could Make a Mathematical Challenge Challenging?.- Part III. Collections of mathematical problems.- Chapter 20. Introduction to Section III In Search of Effectiveness and Meaningfulness.- Chapter 21. Problem Collections, and "The Unity of Mathematics".- Chapter 22. Meeting the challenge of heterogeneity through the self-differentiation potential of mathematical modeling problems.- Chapter 23. Complexity of Geometry Problems as a Function of Field-dependency and Asymmetry of a Diagram.- Chapter 24. Problem Sets in School Textbooks: Examples from the United States .- Chapter 25. Exams in Russia as an Example of Problem Set Organization .- Chapter 26. Taiwanese Teachers' Collection of Geometry Tasks for Classroom Teaching: A Cognitive Complexity Perspective.- Chapter 27. Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom.- Chapter 28. Designing stepped tasks through investigations in Dynamic Geometry Environments.- Chapter 29. Commentary on Section III On Problems, Problem Solving, and Thinking Mathematically.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Mathematical challenge;Task complexity;affective components in teaching mathematics;affective components in learning mathematics;Affect and teaching mathematics;Affect and learning mathematics;mathematical problem solving;mathematical problem posing;Modeling and mathematics;Tasks design;Curricular design;affective characteristics of challenging mathematical activities;coping with mathematically challenging tasks
Chapter 1. Unravelling the construct of mathematical challenge based on conceptual characteristics of mathematical tasks, instructional setting and socio-mathematical norms.- Part I. Mathematical challenges in curriculum and instructional design.- Chapter 2. Introduction to Section I Mathematical challenges in curriculum and instructional design.- Chapter 3. Development and stimulation of early core mathematical competencies in young children: results from the Leuven Wis and Co project.- Chapter 4. Mathematical modelling as a stimulus for curriculum and instructional reform in secondary school mathematics.- Chapter 5. Personalized mathematics and mathematics inquiry: A design framework for mathematics textbooks.- Chapter 6. MATH-KEY program: Opening mathematical minds by means of open tasks supported by dynamic applets .- Chapter 7. Making mathematics challenging through problem posing in the classroom .- Chapter 8. Challenging students to develop mathematical reasoning.- Chapter 9. Mathematical argumentation in small-group discussions of complex mathematical tasks in elementary teacher education settings.- Chapter 10. Commentary to Section I. Commentary on 'Challenge' in terms of curriculum materials and task, the teacher's role and the curriculum.- Part II. Kinds and variation of mathematically challenging tasks.- Chapter 11. Introduction to Section II Many faces of mathematical challenge.- Chapter 12. Probing Beneath the Surface of Resisting and Accepting Challenges in the Mathematics Classroom.- Chapter 13. Mathematical challenge in connecting advanced and secondary mathematics: Recognizing binary operations as functions.- Chapter 14. Challenging variations on a simple task.- Chapter 15. Visualization a pathway to mathematical challenging tasks.- Chapter 16. Challenges in designing and solving technology-based tasks.- Chapter 17. Creativity and Challenge: connections between task complexity and insight required for tasks solution.- Chapter 18. Challenging and assessing undergraduate students' mathematical and pedagogical discourses through MathTASK activities.- Chapter 19. Commentary on Section II Making Mathematics Difficult? What Could Make a Mathematical Challenge Challenging?.- Part III. Collections of mathematical problems.- Chapter 20. Introduction to Section III In Search of Effectiveness and Meaningfulness.- Chapter 21. Problem Collections, and "The Unity of Mathematics".- Chapter 22. Meeting the challenge of heterogeneity through the self-differentiation potential of mathematical modeling problems.- Chapter 23. Complexity of Geometry Problems as a Function of Field-dependency and Asymmetry of a Diagram.- Chapter 24. Problem Sets in School Textbooks: Examples from the United States .- Chapter 25. Exams in Russia as an Example of Problem Set Organization .- Chapter 26. Taiwanese Teachers' Collection of Geometry Tasks for Classroom Teaching: A Cognitive Complexity Perspective.- Chapter 27. Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom.- Chapter 28. Designing stepped tasks through investigations in Dynamic Geometry Environments.- Chapter 29. Commentary on Section III On Problems, Problem Solving, and Thinking Mathematically.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Mathematical challenge;Task complexity;affective components in teaching mathematics;affective components in learning mathematics;Affect and teaching mathematics;Affect and learning mathematics;mathematical problem solving;mathematical problem posing;Modeling and mathematics;Tasks design;Curricular design;affective characteristics of challenging mathematical activities;coping with mathematically challenging tasks
