Paperback : HK$400.00
This volume focuses on the important mathematical idea of functions which can be dynamically represented with technology in ways that have not been possible previously. The book's editors contend that as a result of recent technological developments and the integrated knowledge available from research on teaching, instruction, students' thinking and assessment, we are faced with an unprecedented opportunity for making dramatic curriculum change. The book presents content considerations of the mathematics of graphs and functions, as they relate to the curriculum. It also considers content in an integration of research that conveys where the field stands and where it might go. Drawing on their own work, the contributors reconceptualize research in their specific areas, so that this knowledge is integrated with other strands. This model for synthesizing research can serve as a paradigm for research in mathematics education.
This volume focuses on the important mathematical idea of functions which can be dynamically represented with technology in ways that have not been possible previously. The book's editors contend that as a result of recent technological developments and the integrated knowledge available from research on teaching, instruction, students' thinking and assessment, we are faced with an unprecedented opportunity for making dramatic curriculum change. The book presents content considerations of the mathematics of graphs and functions, as they relate to the curriculum. It also considers content in an integration of research that conveys where the field stands and where it might go. Drawing on their own work, the contributors reconceptualize research in their specific areas, so that this knowledge is integrated with other strands. This model for synthesizing research can serve as a paradigm for research in mathematics education.
Contents: T.A. Romberg, T.P. Carpenter, E. Fennema, Toward a Common Research Perspective. Part I:Content.F. Demana, H.L. Schoen, B. Waits, Graphing in the K-12 Curriculum: The Impact of the Graphing Calculator. M. Yerushalmy, J.L. Schwartz, Seizing the Opportunity to Make Algebra Mathematically and Pedagogically Interesting. J. Moschkovich, A.H. Schoenfeld, A. Arcavi, Aspects of Understanding: On Multiple Perspectives and Representations of Linear Relations and Connections Among Them. Part II:Student Thinking.S. Dugdale, Functions and Graphs -- Perspectives on Student Thinking. Part III:Teaching Thinking.T.J. Cooney, M.R. Wilson, Teachers' Thinking About Functions: Historical and Research Perspectives. Part IV:Teacher Knowledge.F.A. Norman, Integrating Research on Teachers' Knowledge of Functions and Their Graphs. Part V:Classroom Instruction.C. Kieran, Functions, Graphing, and Technology: Integrating Research on Learning and Instruction. Part VI:Curricular Implications.R.A. Philipp, W.O. Martin, G.W. Richgels, Curricular Implications of Graphical Representations of Functions. Part VII:Reactions.J. Kaput, The Urgent Need for Proleptic Research in the Representation of Quantitative Relationships. S. Williams, Some Common Themes and Uncommon Directions.
Thomas P. Carpenter, Thomas A. Romberg, Elizabeth Fennema
"...very valuable as a source book that gives access to much
literature and many projects and research questions....All
researchers on the graphical representations of functions will find
the book a valuable source book for their research."
—Journal of Research in Mathematics Education"...the editors of
this book have collected nine articles and two reactions all
written by prominent researchers in the area of function....The
book offers an in-depth look at a current issue in mathematics
education. Aimed at researchers, it contains important information
for classroom teachers and policy makers on how students
learn..."
—School Science & Mathematics
|
Ask a Question About this Product More... |
|
