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| pmena conference 2023: Research in Mathematics Education in Australasia 2020–2023 Carmel Mesiti, Wee Tiong Seah, Berinderjeet Kaur, Cath Pearn, Anthony Jones, Scott Cameron, Emma Every, Kate Copping, 2024-07-02 This book provides a critical review of research in mathematics education published in or about the Australasian region in the four years from 2020 to 2023. Research in Mathematics Education in Australasia 2020-2023 (RiMEA 2020-2023) is the eleventh edition of the four-yearly review of mathematics education research in Australasia. It is compiled by the Mathematics Education Research Group of Australasia (MERGA). It is primarily focused on research from Australia, New Zealand, and Singapore but also includes research from other Southeast Asian countries and the South Pacific. Although each edition of RiMEA is shaped by the preceding volumes, each new edition evolves in response to events coinciding with each new review period. Following an introduction by the editors, RiMEA 2020-2023 will contain a reflection chapter authored by the editors of the previous edition, 'Research in Mathematics Education in Australasia 2016–2019,' on how research in mathematics education in theAustralasian region has progressed over the four years since. This book provides a comprehensive critical review of research literature in the Australasian region on significant topics published within the review period. It serves as a resource for researchers and promotes quality research in the Australasian region. Furthermore, it provides an introduction to mathematics education research in the Australasian region for Ph.D. candidates, early career researchers, and other researchers beginning a new field of research. |
| pmena conference 2023: Building Support for Scholarly Practices in Mathematics Methods Signe E. Kastberg, Andrew M. Tyminski, Alyson E. Lischka, Wendy B. Sanchez, 2017-09-01 Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK?12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result. The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice. |
| pmena conference 2023: Artificial Intelligence in Education Ning Wang, Genaro Rebolledo-Mendez, Noboru Matsuda, Olga C. Santos, Vania Dimitrova, 2023-06-25 This book constitutes the refereed proceedings of the 24th International Conference on Artificial Intelligence in Education, AIED 2023, held in Tokyo, Japan, during July 3-7, 2023. This event took place in hybrid mode. The 53 full papers and 26 short papers presented in this book were carefully reviewed and selected from 311 submissions. The papers present result in high-quality research on intelligent systems and the cognitive sciences for the improvement and advancement of education. The conference was hosted by the prestigious International Artificial Intelligence in Education Society, a global association of researchers and academics specializing in the many fields that comprise AIED, including, but not limited to, computer science, learning sciences, and education. |
| pmena conference 2023: Forging Connections in Early Mathematics Teaching and Learning Virginia Kinnear, Mun Yee Lai, Tracey Muir, 2017-12-12 This edited book promotes thinking, dialogue, research and theorisation on multiple ways of making connections in mathematics teaching and learning in early childhood education. The book addresses some key challenges in research, policy and practice in early childhood mathematics education. It examines diverse ways for learning experiences to connect young children to mathematics, and the importance of forging connections between mathematics and young children’s lives as key elements in their engagement with mathematics. Each chapter provides research or theoretical provocations and pedagogical implications for connecting children’s lived experiences and ways of learning in mathematics teaching. The chapters are drawn from a range of international authors who raise important ideas within the overall context of current research and consider the theoretical and practical implications of their research. As such, the book advances current thinking on mathematics teaching and learning for children in the early years from birth to eight years with an emphasis on children aged birth to 5 years. It considers the purpose and value in connecting mathematics teaching and learning to children’s lives, and provides provocations for both educators and researchers on the many under-researched and under-represented aspects of early years mathematics teaching and learning. |
| pmena conference 2023: Critical Race Theory in Mathematics Education Julius Davis, Christopher Jett, 2019-04-30 Critical Race Theory in Mathematics Education brings together scholarship that uses critical race theory (CRT) to provide a comprehensive understanding of race, racism, social justice, and experiential knowledge of African Americans’ mathematics education. CRT has gained traction within the educational research sphere, and this book extends and applies this framework to chronicle the paths of mathematics educators who advance and use CRT. This edited collection brings together scholarship that addresses the racial challenges thrusted upon Black learners and the gatekeeping nature of the discipline of mathematics. Across the ten chapters, scholars expand the uses of CRT in mathematics education and share insights with stakeholders regarding the racialized experiences of mathematics students and educators. Collectively, the volume explains how researchers, practitioners, and policymakers can use CRT to examine issues of race, racism, and other forms of oppression in mathematics education for Black children and adults. |
| pmena conference 2023: Illuminating and Advancing the Path for Mathematical Writing Research Colonnese, Madelyn W., Casa, Tutita M., Cardetti, Fabiana, 2023-11-20 Mathematical writing is essential for students’ math learning, but it’s often underutilized due to unclear guidelines. Mathematical writing is a mode of communication that provides teachers access to their students’ thinking and, importantly, offers students an opportunity to deepen their mathematical understanding, engage in mathematical reasoning, and learn a fundamental way to communicate mathematically. Notably, one needs to be able to judiciously combine mathematical symbols, representations, and text. However, more research is needed to exemplify the qualities of mathematical writing, develop implementation methods, and support teachers. Illuminating and Advancing the Path for Mathematical Writing Research, is a necessary comprehensive resource designed to enhance mathematical writing and promote equitable learning. This research book provides a comprehensive understanding of the current state of mathematical writing and illuminates various perspectives on moving the teaching and learning of k-12 mathematical writing forward. Mathematical writing is an important yet underutilized component of mathematical discourse, and this book offers further insight into understanding what it means to write mathematically for mathematics educators and researchers. It informs with research-based implementation strategies and creates purposeful professional learning opportunities. Ultimately, k-12 students will benefit from a more informed field because they will have access to a vital mode of mathematical reasoning and communication. |
| pmena conference 2023: Piaget’s Genetic Epistemology for Mathematics Education Research Paul Christian Dawkins, Amy J. Hackenberg, Anderson Norton, 2024-01-02 The book provides an entry point for graduate students and other scholars interested in using the constructs of Piaget’s genetic epistemology in mathematics education research. Constructs comprising genetic epistemology form the basis for some of the most well-developed theoretical frameworks available for characterizing learning, particularly in mathematics. The depth and complexity of Piaget’s work can make it challenging to find adequate entry points for learners, not least because it requires a reorientation regarding the nature of mathematical knowledge itself. This volume gathers leading scholars to help address that challenge. The main section of the book presents key Piagetian constructs for mathematics education research such as schemes and operations, figurative and operative thought, images and meanings, and decentering. The chapters that discuss these constructs include examples from research and address how these constructs can be used in research. There are two chapters on various types of reflective abstraction, because this construct is Piaget’s primary tool for characterizing the advancement of knowledge. The later sections of the book contain commentaries reflecting on the contributions of the body of theory developed in the first section. They connect genetic epistemology to current research domains such as equity and the latest in educational psychology. Finally, the book closes with short chapters portraying how scholars are using these tools in specific arenas of mathematics education research, including in special education, early childhood education, and statistics education. |
| pmena conference 2023: The Psychology of Learning Mathematics Richard R. Skemp, 1987 First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company. |
| pmena conference 2023: Third Symposium Proceedings. New Ways of Teaching and Learning Janina Morska, Alan Rogerson, This volume contains the papers presented at the Third International Symposium on New Ways of Teaching & Learning held from August 6-10, 2024, at the Aemilia Hotel, Bologna, Italy. The Conference was organized by The Mathematics Education for the Future Project - an international educational project founded in 1986 and dedicated to innovation in mathematics, statistics, science and computer education world wide. |
| pmena conference 2023: Learning Trajectories for Teachers Paola Sztajn, P. Holt Wilson, 2019-06-07 Designed to strengthen the teaching of mathematics in the elementary grades, this book focuses on helping teachers engage in instruction based on learning trajectories (LTs). Renowned scholars, including professional development researcher Hilda Borko, examine four exemplary projects with details on professional development design, teacher learning, and project implementation. Contributors include Hilda Borko, Douglas H. Clements, Susan B. Empson, Victoria R. Jacobs, and Julie Sarama. “This is an amazingly important and valuable resource for mathematics teachers and leaders at any level. It provides the background and understandings so critical for teachers and teacher leaders to regularly consider and use learning trajectories to inform teacher planning and instruction.” —Dr. Francis (Skip) Fennell, professor emeritus, McDaniel College, and past president of the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics “This is the first book that I’ve come across that unpacks what it means to have a framework for student learning at the center of one’s instruction.” —Mary Kay Stein, University of Pittsburgh School of Education “I find this book useful for mathematics educators interested in framing learning trajectories across several domains—including tasks, discourse, curriculum, learners’ understanding, and assessment—to support professional development. Learning trajectories help us make connections among the domains and deepens professional knowledge and understanding.” —Robert Q. Berry III, University of Virginia, and president of the National Council of Teachers of Mathematics |
| pmena conference 2023: Invited Lectures from the 13th International Congress on Mathematical Education Gabriele Kaiser, Helen Forgasz, Mellony Graven, Alain Kuzniak, Elaine Simmt, Binyan Xu, 2018-02-06 The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education. |
| pmena conference 2023: Teaching Mathematics Online Angel A. Juan, 2011 This book shares theoretical and applied pedagogical models and systems used in math e-learning including the use of computer supported collaborative learning, which is common to most e-learning practices--Provided by publisher. |
| pmena conference 2023: Teaching Better Bradley A. Ermeling, Genevieve Graff-Ermeling, 2016-03-03 Discover the power of collaborative inquiry! This unique, visually stunning resource is packed with details to ignite and sustain the collaborative improvement of teaching and learning. Includes US and international case studies, powerful metaphors, application exercises, a leader’s guide, a companion website, digital templates, and more. Learn what lesson study and collaborative inquiry can and should look like. Find the guidance you need to lead and support schoolwide, inquiry-based improvement! “A true inspiration for educators who want to improve both their own craft and the methods of the profession.” Jim Stigler & James Hiebert, Authors of The Teaching Gap |
| pmena conference 2023: Learning Mathematics Paul Cobb, 2013-03-09 This volume emphasizes students' inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fundamental theorem of calculus, and theoretical constructs such as the crucial role of language and symbols, and the importance of dynamic imagery. |
| pmena conference 2023: The Math Pact, Middle School Sarah B. Bush, Karen S. Karp, Barbara J. Dougherty, 2020-09-19 A schoolwide solution for students’ mathematics success! Do you sometimes start to teach a mathematics concept and feel like you’re staring at a sea of bewildered faces? What happens when you discover students previously learned a calculation trick or a mnemonic that has muddied their long-term understanding? When rules seem to change from year to year, teacher to teacher, or school to school, mathematics can seem like a disconnected mystery for students. Clear up the confusion with a Mathematics Whole-School Agreement! Expanded from the highly popular Rules that Expire series of NCTM articles, this essential guide leads educators through the collaborative step-by-step process of establishing a coherent and consistent learner-centered and equitable approach to mathematics instruction. Through this work, you will identify, streamline, and become passionate about using clear and consistent mathematical language, notations, representations, rules, and generalizations within and across classrooms and grades. Importantly, you’ll learn to avoid rules that expire—tricks that may seem to help students in one grade but hurt in the long run. Features of this book include · Abundant grade-specific examples · Effective working plans for sustainability · Barrier-busting tips, to-dos, and try-it-outs · Practical templates and checklists · PLC prompts and discussion points When teachers unite across grades, students hit the ground running every year. Take the next step together as a team and help all your students build on existing understanding to find new success and most importantly, love learning and doing mathematics! |
| pmena conference 2023: Case Study Methodology in Higher Education Baron, Annette, McNeal, Kelly, 2019-06-28 In higher education, case studies can be utilized to have students put themselves into problems faced by a protagonist and, by doing so, address academic or career-related issues. Working through these issues provides students with an opportunity to gain applied perspective and experiences. Professors in higher education who choose this method of teaching require navigational tools to ensure that students achieve stated learning objectives. Case Study Methodology in Higher Education is an essential research publication that focuses on the history and theories relating to case study methodology including techniques for writing case studies and utilizing them in university settings to prepare students for real-life career-related scenarios. This publication features a wide range of topics such as educational leadership, case writing, and teacher education. It is essential for educators, career professionals, higher education faculty, researchers, and students. |
| pmena conference 2023: Children's Measurement Jeffrey Edward Barrett, Douglas H. Clements, Julie Sarama, 2016-12 |
| pmena conference 2023: Fourth International Handbook of Mathematics Education M.A. (Ken) Clements, Berinderjeet Kaur, Thomas Lowrie, Vilma Mesa, Johan Prytz, 2024-11-19 This fourth international handbook discusses developments not recognized or dealt with fully in the first three Springer Mathematics Education handbooks and tackles controversial issues in the field. After starting with a provocative introductory chapter which asks whether controversy is a healthy feature of international mathematics education, the four following sections cover: (a) mathematics education in Asia; (b) the roles of theory in research and practice; (c) equity and social justice; and (d) curriculum and change. These themes are taken up in 28 chapters by 60 authoritative authors from all continents. Each of the four sections is structured on the basis of past, present, and future aspects. Like the first three mathematics education handbooks, this handbook provides a very valuable resource for teachers, mathematics education practitioners and researchers, education policy makers, and mathematicians, as well as graduate and undergraduate students. |
| pmena conference 2023: Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments Rongjin Huang, Nina Helgevold, Jean Lang, Heng Jiang, 2023-08-18 Offering a rich, critical investigation of how technology can be used to strengthen and promote lesson study in both virtual and hybrid environments, this edited book presents insights into the numerous challenges as well as opportunities for supporting teachers’ and teacher educators’ professional learning in such a novel setting. Providing an international perspective, research in this book highlights on the one hand the necessity of exploring how the known theoretical perspectives and methodological approaches for researching on lesson study and effective characteristics of conducting lesson study can be adapted to the new environments. On the other hand, further analysis reveals the benefits of using various advanced technologies in lesson study, the new practice of professional development of teachers and teacher educators, and also documents related issues of conducting lesson study in such complex contexts. The chapters focus on online cross-cultural lesson study; the key aspects of conducting online lesson study and the effectiveness of it. Features of facilitation and the development of facilitators for online lesson study are explored, alongside the ways in which online lesson study can help address various problems of practice such as implementing equitable teaching, facilitating student interaction in virtual environments, and migration to remote teaching in STEM. This resourceful text provides needed support to both researchers and practitioners, from primary to higher education, with special attention to both teacher and student learning. |
| pmena conference 2023: Handbook of Research on the Psychology of Mathematics Education Angel Gutiérrez, Paolo Boero, 2006 Compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation in 1976. The first three sections summarize cognitively-oriented research on learning and teaching specific content areas, transversal areas, and based on technology-rich environments. The fourth section is devoted to the research on social, affective, cultural and cognitive aspects of mathematics education. The fifth section includes two chapters summarizing the PME research on teacher training and professional life of mathematics teachers. |
| pmena conference 2023: It's Just Math Marcy H. Towns, Kinsey Bain, Jon-Marc G. Rodriguez, 2020-06 At the interface between chemistry and mathematics, this book brings together research on the use mathematics in the context of undergraduate chemistry courses. These university-level studies also support national efforts expressed in the Next Generation Science Standards regarding the importance of skills, such as quantitative reasoning and interpreting data. Curated by award-winning leaders in the field, this book is useful for instructors in chemistry, mathematics, and physics at the secondary and university levels. |
| pmena conference 2023: Affect and Mathematics Education Markku S. Hannula, Gilah C. Leder, Francesca Morselli, Maike Vollstedt, Qiaoping Zhang, 2019-06-03 This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education. |
| pmena conference 2023: Handbook of Research on STEM Education Carla C. Johnson, Margaret J. Mohr-Schroeder, Tamara J. Moore, Lyn D. English, 2020-04-27 The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date. |
| pmena conference 2023: Practicing Forgiveness Richard S. Balkin, 2021 In Practicing Forgiveness, the author reviews the contextual and cultural aspects of forgiveness with stories, humor, clinical examples, research, and empirical findings while examining the influence of environment and religion. The content is presented in such a way so as to serve as a resource to both professional mental health providers (who can benefit from the theoretical and empirical underpinnings of working with clients through the forgiveness process) and lay readers (who can benefit from the processing and self-help components of the book). |
| pmena conference 2023: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| pmena conference 2023: Radical Solutions for Education in a Crisis Context Daniel Burgos, Ahmed Tlili, Anita Tabacco, 2020-12-21 This book presents how to keep working on education in contexts of crisis, such as emergencies, zones of conflict, wars and health pandemics such as COVID-19. Specifically, this work shows a number of strategies to support global learning and teaching in online settings. Particularly, it first presents how to facilitate knowledge sharing and raising awareness about a specific crisis, to increase people’s safety, including educators and learners. The book then discusses various techniques, mechanisms and services that could be implemented to provide effective learning support for learners, especially in learning environments that they do not daily use, such as physical classrooms. Further, the work presents how to teach and support online educators, no matter if they are school teachers, university lecturers, youth social workers, vocational training facilitators or of any other kind. Finally, it describes worldwide case studies that have applied practical steps to keep education running during a crisis. This book provides readers with insights and guidelines on how to maintain learning undisrupted during contexts of crisis. It also provides basic and practical recommendations to the various stakeholders in educational contexts (students, content providers, technology services, policy makers, school teachers, university lecturers, academic managers, and others) about flexible, personalised and effective education in the context of crisis. |
| pmena conference 2023: Practice-Oriented Research in Tertiary Mathematics Education Rolf Biehler, Michael Liebendörfer, Ghislaine Gueudet, Chris Rasmussen, Carl Winsløw, 2023-01-01 This edited volume presents a broad range of original practice-oriented research studies about tertiary mathematics education. These are based on current theoretical frameworks and on established and innovative empirical research methods. It provides a relevant overview of current research, along with being a valuable resource for researchers in tertiary mathematics education, including novices in the field. Its practice orientation research makes it attractive to university mathematics teachers interested in getting access to current ideas and results, including theory-based and empirically evaluated teaching and learning innovations. The content of the book is spread over 5 sections: The secondary-tertiary transition; University students' mathematical practices and mathematical inquiry; Research on teaching and curriculum design; University students’ mathematical inquiry and Mathematics for non-specialists. |
| pmena conference 2023: How the Arts Can Save Education Erica Halverson, 2021 A comprehensive look at how the arts (broadly conceived) can improve teaching, learning, and curriculum for all students, written in accessible language for non-academics and non-experts. It contains many evocative examples to illustrate the power of the arts to change education-- |
| pmena conference 2023: What Matters? Research Trends in International Comparative Studies in Mathematics Education Ji-Won Son, Tad Watanabe, Jane-Jane Lo, 2017-03-03 This book provides a unique international comparative perspective on diverse issues and practices in mathematics education between and among the US and five high-performing TIMSS education systems, Japan, China, Singapore, South Korea, and Taiwan. The book offers multiple perspectives on the important factors that contribute to mathematics teaching and learning in different educational systems and cultural contexts. Using large scale data generated by numerous international comparative studies, the book analyzes and provides context for various methodological perspectives. The book raises compelling questions and issues for mathematics education researchers, leading to a critical examination of what can be learned from other education systems. Authors address four major research perspectives by critically examining cross-national similarities and differences, such as research on the influence of curriculum on student learning; research on institutional systems of mathematics teacher education; research on improving teacher knowledge and pedagogical approaches; and research using large-scale data. This collection of perspectives serves as a foundation for reviewing and analyzing the international comparative studies introduced in the book. |
| pmena conference 2023: Developing Research in Mathematics Education Tommy Dreyfus, Michèle Artigue, Despina Potari, Susanne Prediger, Kenneth Ruthven, 2018-04-27 Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include: the content domains of arithmetic, geometry, algebra, statistics, and probability; the mathematical processes of proving and modeling; teaching and learning at specific age levels from early years to university; teacher education, teaching and classroom practices; special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history; theoretical perspectives and comparative approaches in mathematics education research. This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide. |
| pmena conference 2023: Social Media in the Changing Mathematics Classroom Johann Engelbrecht, Greg Oates, Marcelo de Carvalho Borba, 2025-05-18 This edited volume gathers contributions from international scholars focusing on social media's role and impact on mathematics education. Social media's integration into pedagogical strategies (from social networking sites to video-sharing platforms) offers the opportunity to enhance learning by fostering connectivity and engagement among students, ultimately improving mathematical understanding in educational settings. This text aims to provide guidance on the facilitation of peer learning and collaboration, as well as highlighting the necessary shift in traditional methods to include cyber assistance in the learning process. The book discusses how social media aligns with social-constructivist theories of learning, its consistency with the process of developing students into independent learners and provides means to ensuring educators remain relevant and connected to students' preferred modes of learning. Challenges and benefits of the use of social media tools in teaching are also detailed. Examining the potential for effective integration of social media in the classroom, this book is a valuable resource for educators, practitioners and researchers interested in mathematics education. |
| pmena conference 2023: Mathematical Teaching and Learning Katherine M. Robinson, Donna Kotsopoulos, Adam K. Dubé, 2023-06-15 This book focusses on teaching and learning in elementary and middle school mathematics and suggests practices for teachers to help children be successful mathematical thinkers. Contributions from diverse theoretical and disciplinary perspectives are explored. Topics include the roles of technology, language, and classroom discussion in mathematics learning, the use of creativity, visuals, and teachers’ physical gestures to enhance problem solving, inclusive educational activities to promote children’s mathematics understanding, how learning in the home can enhance children’s mathematical skills, the application of mathematics learning theories in designing effective teaching tools, and a discussion of how students, teachers, teacher educators, and school boards differentially approach elementary and middle school mathematics. This book and its companion, Mathematical Cognition and Understanding, take an interdisciplinary perspective to mathematical learning and development in the elementary and middle school years. The authors and perspectives in this book draw from education, neuroscience, developmental psychology, and cognitive psychology. The book will be relevant to scholars/educators in the field of mathematics education and also those in childhood development and cognition. Each chapter also includes practical tips and implications for parents as well as for educators and researchers. |
| pmena conference 2023: Mathematical Problem Posing Florence Mihaela Singer, Nerida F. Ellerton, Jinfa Cai, 2015-06-12 The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students’ learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years. |
| pmena conference 2023: Research and Development in University Mathematics Education Viviane Durand-Guerrier, Reinhard Hochmuth, Elena Nardi, Carl Winsløw, 2021-04-15 In the last thirty years or so, the need to address the challenges of teaching and learning mathematics at university level has become increasingly appreciated by university mathematics teachers, and beyond, by educational institutions around the world. Indeed, mathematics is both a condition and an obstacle to success for students in many educational programmes vital to the 21st century knowledge society, for example in pure and applied mathematics, engineering, natural sciences, technology, economics, finance, management and so on. This breadth of impact of mathematics implies the urgency of developing research in university mathematics education, and of sharing results of this research widely. This book provides a bespoke opportunity for an international audience of researchers in didactics of mathematics, mathematicians and any teacher or researcher with an interest in this area to be informed about state-of-the-art developments and to heed future research agendas. This book emerged from the activities of the research project INDRUM (acronym for International Network for Didactic Research in University Mathematics), which aims to contribute to the development of research in didactics of mathematics at all levels of tertiary education, with a particular concern for the development of early-career researchers in the field and for dialogue with university mathematicians. The aim of the book is to provide a deep synthesis of the research field as it appears through two INDRUM conferences organised in 2016 and 2018. It is an original contribution which highlights key research perspectives, addresses seminal theoretical and methodological issues and reports substantial results concerning the teaching and learning of mathematics at university level, including the teaching and learning of specific topics in advanced mathematics across a wide range of university programmes. |
| pmena conference 2023: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age Niess, Margaret, Driskell, Shannon, Hollebrands, Karen, 2016-04-22 The digital age provides ample opportunities for enhanced learning experiences for students; however, it can also present challenges for educators who must adapt to and implement new technologies in the classroom. The Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age is a critical reference source featuring the latest research on the development of educators’ knowledge for the integration of technologies to improve classroom instruction. Investigating emerging pedagogies for preservice and in-service teachers, this publication is ideal for professionals, researchers, and educational designers interested in the implementation of technology in the mathematics classroom. |
| pmena conference 2023: The Second Handbook of Research on the Psychology of Mathematics Education Ángel Gutiérrez, Gilah C. Leder, Paolo Boero, 2016-07-23 Since its establishment in 1976, PME (The International Group for the Psychology of Mathematics Education) is serving as a much sought after venue for scientific debate among those at the cutting edge of the field, as well as an engine for the development of research in mathematics education. A wide range of research activities conducted over the last ten years by PME members and their colleagues are documented and critically reviewed in this handbook, released to celebrate the Group’s 40 year anniversary milestone. The book is divided into four main sections: Cognitive aspects of learning and teaching content areas; Cognitive aspects of learning and teaching transverse areas; Social aspects of learning and teaching mathematics; and Professional aspects of teaching mathematics. The selection for each chapter of a team of at least two authors, mostly located in different parts of the world, ensured effective coverage of each field. High quality was further enhanced by the scrupulous review of early chapter drafts by two leaders in the relevant field. The resulting volume with its compilation of the most relevant aspects of research in the field, and its emphasis on trends and future developments, will be a rich and welcome resource for both mature and emerging researchers in mathematics education. |
| pmena conference 2023: Compendium for Early Career Researchers in Mathematics Education Gabriele Kaiser, Norma Presmeg, 2019-04-26 The purpose of this Open Access compendium, written by experienced researchers in mathematics education, is to serve as a resource for early career researchers in furthering their knowledge of the state of the field and disseminating their research through publishing. To accomplish this, the book is split into four sections: Empirical Methods, Important Mathematics Education Themes, Academic Writing and Academic Publishing, and a section Looking Ahead. The chapters are based on workshops that were presented in the Early Career Researcher Day at the 13th International Congress on Mathematical Education (ICME-13). The combination of presentations on methodological approaches and theoretical perspectives shaping the field in mathematics education research, as well as the strong emphasis on academic writing and publishing, offered strong insight into the theoretical and empirical bases of research in mathematics education for early career researchers in this field. Based on these presentations, the book provides a state-of-the-art overview of important theories from mathematics education and the broad variety of empirical approaches currently widely used in mathematics education research. This compendium supports early career researchers in selecting adequate theoretical approaches and adopting the most appropriate methodological approaches for their own research. Furthermore, it helps early career researchers in mathematics education to avoid common pitfalls and problems while writing up their research and it provides them with an overview of the most important journals for research in mathematics education, helping them to select the right venue for publishing and disseminating their work. |
| pmena conference 2023: Asian Research in Mathematics Education Bill Atweh, Lianghuo Fan, Catherine P. Vistro-Yu, 2023-05-17 This book focuses on the development of research in mathematics education cultures and its products from the perspective of local educators. It consists of contributions from Mainland China, Indonesia, Korea, Macao, Singapore, the Philippines, and Turkey. This book examines the development of the culture of research in the respective countries and also reviews the research conducted in the recent past in mathematics education. It takes a critical stance through identifying the various accomplishments, and identifying challenges for the future of research in terms of its diversification and quality. Divided into two sections, the first section considers factors around the development of a research culture in the respective countries by focusing on the means used to develop research expertise and quality. The second section consists of overviews of the area of research and methodologies conducted in mathematics education in the various countries, with the intention of highlighting the research topics conducted as well as discussing omissions of such research. |
| pmena conference 2023: Exploring the Integer Addition and Subtraction Landscape Laura Bofferding, Nicole M. Wessman-Enzinger, 2018-08-24 Over the past few decades there has been increased interest in how students and teachers think and learn about negative numbers from a variety of perspectives. In particular, there has been debate about when integers should be taught and how to teach them to best support students’ learning. This book brings together recent work from researchers to illuminate the state of our understanding about issues related to integer addition and subtraction with a goal of highlighting how the variety of perspectives support each other or contribute to the field in unique ways. In particular, this book focuses on three main areas of integer work: students’ thinking, models and metaphors, and teachers’ thinking. Each chapter highlights a theoretically guided study centered on integer addition and subtraction. Internationally known scholars help connect the perspectives and offer additional insights through section commentaries. This book is an invaluable resource to those who are interested in mathematics education and numerical thinking. |
| pmena conference 2023: Beliefs: A Hidden Variable in Mathematics Education? G.C. Leder, Erkki Pehkonen, Günter Törner, 2005-12-28 This book focuses on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The volume is intended for researchers in the field, as well as for mathematics educators teaching the next generation of students. |
PME-NA – North American Chapter of the International Group for …
For information about the forty-sixth annual conference in Cleveland, Ohio, click on the image below or visit: 2024.pmena.org
PME-NA 2025 | Penn State College of Education
Changing Mathematics Education by Educating for Change Invitation to our annual meeting. The North American chapter of the International Group for the Psychology of Mathematics …
PME-NA 2023 Conference in Reno, Nevada - University of Nevada, Reno
Aug 18, 2023 · The North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA) invites you to join us at PME-NA 45 in Reno, Nevada, Oct. …
PME-NA 2024 - All Academic
The North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA) invites you to join us at PME-NA 46 in Cleveland, Ohio for the annual …
Join us from November 7-10 for GRIP Lab presentations at PME-NA …
Nov 5, 2024 · Location: Hope Ballroom B, Hilton Downtown, PMENA – 2024, Cleveland, Ohio Presentation Title: Secondary Mathematics Teachers’ Justification for Sequencing Student …
Proceedings - PME-NA
Meeting # Year. Location (website if available) Link to Proceedings. 1. 1979. Evanston, Illinois: 2. 1980. Berkeley, California (with PME2) ERiC No. ED250186: 3
MSU at 2024 PME-NA
Nov 15, 2024 · The 46 th Psychology of Mathematics Education North America (PME-NA) Conference was hosted at the Hilton Cleveland Downtown in Cleveland, Ohio from November …
Future Conferences - PME-NA
PMENA 47 – October 26-29, 2025, State College, PA, USA. 2025 PME-NA Local Organizing Committee: Xiangquan (James) Yao Ricardo Martinez Andrea McCloskey Rose Mary Zbeik
PMENA 44 Conference – PME-NA
PMENA 44 Conference. Français. English. Español. PME-NA Conference Registration Scholarship Fund. PME-NA has instituted a new scholarship program to cover the cost of …
Membership - PME-NA
Join PMENA. Membership; About. Goals & Constitution; Equity Statement; Steering Committee; Past Steering Committee Members; Contact Us; Proposals to Host PME-NA
PME-NA – North American Chapter of the International Group for …
For information about the forty-sixth annual conference in Cleveland, Ohio, click on the image below or visit: 2024.pmena.org
PME-NA 2025 | Penn State College of Education
Changing Mathematics Education by Educating for Change Invitation to our annual meeting. The North American chapter of the International Group for the Psychology of Mathematics …
PME-NA 2023 Conference in Reno, Nevada - University of Nevada, Reno
Aug 18, 2023 · The North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA) invites you to join us at PME-NA 45 in Reno, Nevada, Oct. 1 …
PME-NA 2024 - All Academic
The North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA) invites you to join us at PME-NA 46 in Cleveland, Ohio for the annual …
Join us from November 7-10 for GRIP Lab presentations at PME-NA …
Nov 5, 2024 · Location: Hope Ballroom B, Hilton Downtown, PMENA – 2024, Cleveland, Ohio Presentation Title: Secondary Mathematics Teachers’ Justification for Sequencing Student …
Proceedings - PME-NA
Meeting # Year. Location (website if available) Link to Proceedings. 1. 1979. Evanston, Illinois: 2. 1980. Berkeley, California (with PME2) ERiC No. ED250186: 3
MSU at 2024 PME-NA
Nov 15, 2024 · The 46 th Psychology of Mathematics Education North America (PME-NA) Conference was hosted at the Hilton Cleveland Downtown in Cleveland, Ohio from November …
Future Conferences - PME-NA
PMENA 47 – October 26-29, 2025, State College, PA, USA. 2025 PME-NA Local Organizing Committee: Xiangquan (James) Yao Ricardo Martinez Andrea McCloskey Rose Mary Zbeik
PMENA 44 Conference – PME-NA
PMENA 44 Conference. Français. English. Español. PME-NA Conference Registration Scholarship Fund. PME-NA has instituted a new scholarship program to cover the cost of …
Membership - PME-NA
Join PMENA. Membership; About. Goals & Constitution; Equity Statement; Steering Committee; Past Steering Committee Members; Contact Us; Proposals to Host PME-NA
