Reconceiving Mathematics Instruction: A Focus on Errors

Εξώφυλλο
Greenwood Publishing Group, 1996 - 321 σελίδες
0 Κριτικές
Οι αξιολογήσεις δεν επαληθεύονται, αλλά η Google ελέγχει και καταργεί ψευδές περιεχόμενο όταν το εντοπίζει


As dissatisfaction with the current status of school mathematics grows worldwide, educators and professionals alike are calling for reforms and instructional changes. Yet, significant changes can only be achieved if each educator of school mathematics personally rethinks various aspects of mathematics instruction, and identifies concrete ways in which their current practice could be modified. Before such visions can be meaningfully implemented in classrooms, it is important that mathematics teachers and educators examine critically both the assumptions and implications of the vision for school mathematics that the reports propose. This book is intended to support educators in such a challenging enterprise by focusing attention on errors and their use in mathematics instruction. Throughout the book, an approach to errors as opportunities for learning and inquiry will be developed and employed both as a means to create the kinds of instructional experiences advocated for school mathematics reform, and as a heuristic to invite reflections about school mathematics as well as mathematics as a discipline. REVIEWS: ...Raffaella Borasi's newest book offers important contributions to the current debate on school mathematics reform. - Journal for Research in Mathematics Education There are some great bits of philosophy in this book... - Mathematics Teaching

Αναζήτηση στο βιβλίο

Τι λένε οι χρήστες - Σύνταξη κριτικής

Δεν εντοπίσαμε κριτικές στις συνήθεις τοποθεσίες.

Επιλεγμένες σελίδες

Περιεχόμενα

POTENTIAL BENEFITS OF CAPITALIZING ON ERRORS IN MATHEMATICS INSTRUCTION
143
CAPITALIZING ON ERRORS IN MATHEMATICS INSTRUCTION A TEACHING EXPERIMENT
149
OVERVIEW OF THE TEACHING EXPERIMENT
150
BRIEF DESCRIPTION AND ANALYSIS OF ALL THE ERROR ACTIVITIES DEVELOPED IN THE TEACHING EXPERIMENT
151
EVALUATION OF WHAT THE STUDENTS GAINED FROM THE EXPERIENCE AND FROM THE USES OF ERRORS MADE IN IT
164
CAPITALIZING ON ERRORS IN MATHEMATICS INSTRUCTION EXAMPLES FROM THE CLASSROOM
169
FURTHER CONSIDERATIONS ON CAPITALIZING ON ERRORS IN REGULAR CLASSROOMS
202
ERRORS AS SPRINGBOARDS FOR INQUIRY AND TEACHER EDUCATION
209

ALTERNATIVE VIEWS ON ERRORS
27
A CRITICAL REVIEW OF EXISTING USES OF ERRORS IN MATHEMATICS EDUCATION
36
ERRORS AND THE HISTORY OF MATHEMATICS
45
A FIRST ANALYSIS OF USING ERRORS AS SPRINGBOARDS FOR INQUIRY IN MATHEMATICS
63
UNLOCKING THE POTENTIAL OF ERRORS TO STIMULATE INQUIRY WITHIN THE MATHEMATICS CURRICULUM
69
FIRST THOUGHTS ABOUT USING ERRORS AS SPRINGBOARDS FOR INQUIRY AS AN INSTRUCTIONAL STRATEGY
108
CAPITALIZING ON ERRORS IN MATHEMATICS INSTRUCTION A FIRST ANALYSIS
119
ERROR CASE STUDIES REPORTING ON ERROR ACTIVITIES EXPERIENCED BY SECONDARY STUDENTS WITHIN A TEACHING EXPERI...
120
IMPORTANT VARIATIONS WITHIN THE INSTRUCTIONAL STRATEGY OF CAPITALIZING ON ERRORS
135
POTENTIAL BENEFITS OF ENGAGING MATHEMATICS TEACHERS IN A USE OF ERRORS AS SPRINGBOARDS FOR INQUIRY
253
CREATING A LEARNING ENVIRONMENT SUPPORTIVE OF INQUIRY
259
THE ASSUMPTIONS INFORMING A USE OF ERRORS AS SPRINGBOARDS FOR INQUIRY REVISITED
260
MAJOR IMPLICATIONS OF ADOPTING AN INQUIRY APPROACH TO SCHOOL MATHEMATICS
267
SUPPORTING TEACHERS IN THE IMPLEMENTATION OF AN INQUIRY APPROACH IN THEIR CLASSROOMS
272
CONCLUSIONS
277
LOOKING AHEAD
282
Πνευματικά δικαιώματα

Άλλες εκδόσεις - Προβολή όλων

Συχνά εμφανιζόμενοι όροι και φράσεις

Σχετικά με τον συγγραφέα (1996)

rasi /f Raffaella

Πληροφορίες βιβλιογραφίας