In the early 1980s there was virtually no serious communication among the various groups that contribute to mathematics education -- mathematicians, mathematics educators, classroom teachers, and cognitive scientists. Members of these groups came from different traditions, had different perspectives, and rarely gathered in the same place to discuss issues of common interest. Part of the problem was that there was no common ground for the discussions -- given the disparate traditions and perspectives. As one way of addressing this problem, the Sloan Foundation funded two conferences in the mid-1980s, bringing together members of the different communities in a ground clearing effort, designed to establish a base for communication. In those conferences, interdisciplinary teams reviewed major topic areas and put together distillations of what was known about them.* A more recent conference -- upon which this volume is based -- offered a forum in which various people involved in education reform would present their work, and members of the broad communities gathered would comment on it. The focus was primarily on college mathematics, informed by developments in K-12 mathematics. The main issues of the conference were mathematical thinking and problem solving.
Perhaps the first rigorous coding scheme in mathematics education was the one developed by Kilpatrick in his (1967) dissertation. Unlike most AI schemes, Kilpatrick's analyses coded specifically ...
Prepared for courses ECT405, ECT705 offered by the Faculty of Education in Deakin University's Open Campus Program.
This text is designed to prepare students thoroughly in the logical thinking skills necessary to understand and communicate fundamental ideas and proofs in mathematics-skills vital for success throughout the upperclass mathematics ...
Strategies for Problem Solving: Lesson Plans for Developing Mathematical Thinking
Mathwise, written especially for teachers in grades three through six, introduces teachers to a broad view of what it means for students to do mathematics.
Requiring no mathematical prerequisites, this book helps students explore creative mathematical thinking and enhance their own critical-thinking skills.
This book contributes to the field of mathematical problem solving by exploring current themes, trends and research perspectives.
This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school.
NCTM's Process Standards support teaching that helps children develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every primary teacher the opportunity to explore...
Strategies for Problem Solving: Lesson Plans for Developing Mathematical Thinking