Search results for: training-to-teach-adults-mathematics

Training to Teach Adults Mathematics

Author : Graham Griffiths
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Post-compulsory mathematics is increasingly seen as a significant part of the UK education sector. The recent "Action on Adult Maths" initiative has recognized this issue, as has the requirement that all young adults involved in education will work towards mathematics qualifications. This book provides the knowledge needed by trainees on initial teacher education programs that are focused on or include the teaching of adult mathematics and numeracy. It looks at the practice of teaching adult mathematics and numeracy, including a focus on different approaches to teaching, the teaching and learning cycle, subject knowledge, and curriculum design. It will develop in readers an understanding of adult mathematics and numeracy learners and their specific needs, and it will help trainees to understand what professionalism means in this sector and how they can continue their development as teacher. Contents include: overview and introduction * teaching practice * the learners * approaches to teaching mathematics and numeracy * mathematical knowledge * examples of teaching * the teaching and learning cycle * curriculum design for inclusive practice * professionalism * beyond initial training (CPD).

Teaching Adult Numeracy

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The first book in the UK to specifically target adult numeracy teacher training, it is useful to both trainee teachers & trainers.

Perspectives on Adults Learning Mathematics

Author : D. Coben
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This is the first book to explore adult mathematics education. It aims to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education. Topics covered include: mathematics and common sense; statistical literacy and numeracy; new theories on learning mathematics; mathematical competences for the workplace; ethnomathematics; and the training of tutors

Contemporary Research in Adult and Lifelong Learning of Mathematics

Author : Katherine Safford-Ramus
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This book is a selection of 15 papers developed by participants in ICME 13 held in Hamburg , presenting insights from the latest research on the andragogy of adult and lifelong learning of mathematics. It also investigates open questions, such as numeracy and mathematics skills, social and psychological influences on learning environments, as well as economic and political demands. The chapters offer examples, while at the same time highlighting important directions for further research. The book is divided into four parts: The first section provides an overview on the concept of “numeracy”, and the second focuses on adult students who are learning mathematics; the third part presents a teachers’ focus and the final part covers overarching themes. The book is of interest to classroom teachers, university teacher educators, and professional development providers.

Education for Mathematics in the Workplace

Author : A. Bessot
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This timely volume raises issues concerning the nature of school mathematics and mathematics at work, and the challenges of teaching valuable mathematics in school and providing appropriate training for a variety of careers. It offers lively commentaries on important `hot' topics: transferring knowledge and skill across contexts; ‘authentic mathematics’; comparability of different types of assessment; and analyses of research methods.

What Children Can Teach Adults About Mathematics

Author : Robert P Hunting
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Ways adults think about mathematics and the ways children think about mathematics are not necessarily the same. Listening, observing, and talking with children is necessary so that teachers, parents, and carers can figure out where they are coming from mathematically. If children’s mathematics encompasses their own meanings and understandings, and those meanings and understandings may be different to mine, then to provide effective assistance and support, I must make every effort to see mathematics from their perspective. In this book I highlight important aspects of children’s beginning understandings of mathematics, illustrated with examples taken from observations of children. In Chapter 1 I discuss the origins of mathematics in infants with illustrations provided from three major strands of mathematics: number, space, and measurement. In Chapter 2 I give examples of different ways young children use fingers in their efforts to solve simple mathematical problems, looking in detail at one child’s behavior. Chapter 3 focuses on a 4-year-old’s views about numbers. There is a commonly held belief that before children start school they have not really thought about numbers; that young children’s mathematical minds are a blank slate. Nothing could be further from the case. In Chapter 4 I discuss the topic of counting, focusing firstly on the spontaneous counting behavior of a 4-year-old, followed by interviews that further reveal how his knowledge of numbers and counting are related. Chapter 5 further discusses how children learn about numbers; in particular the various conceptions children have of the number 10. I explain the significance of part-whole knowledge in children’s numerical thinking in Chapter 6, with examples taken from preschool, the 2nd grade, and 5th grade. Chapter 7 is about sharing, its origins, contexts when sharing arises, types of sharing, and the relationship between sharing and counting, sharing and division, and sharing as a platform for learning fractions. In Chapter 8 I begin by discussing early geometric ideas, including basic operations for moving items in two dimensions, followed by three-dimensional activities. I discuss the key notion of conservation of quantity and conclude with comments about scale and distance. Chapter 9 begins with the question “What is measurement?” I discuss the issue of measurement error, then sketch out a general development of measurement thinking. Types of conservation are described, as are unit systems. Finally, children’s thinking in area situations, including common misconceptions, are discussed. In Chapter 10, after a story showing how fractions can be introduced naturally, I focus on the fraction knowledge of an 11-year-old, who responded to a range of tasks designed to tease out this child’s conceptual understanding of fractions.

How Chinese Acquire and Improve Mathematics Knowledge for Teaching

Author : Yeping Li
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How Chinese Acquire and Improve Mathematics Knowledge for Teaching takes a unique approach to present new research that views knowledge acquisition and improvement as part of teachers’ life-long professional learning process in China.

Mathematical Modelling

Author : C Haines
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This book continues the ICTMA tradition of influencing teaching and learning in the application of mathematical modelling. Each chapter shows how real life problems can be discussed during university lectures, in school classrooms and industrial research. International experts contribute their knowledge and experience by providing analysis, insight and comment whilst tackling large and complex problems by applying mathematical modelling. This book covers the proceedings from the Twelfth International Conference on the Teaching of Mathematical Modelling and Applications. Covers the proceedings from the Twelfth International Conference on the Teaching of Mathematical Modelling and Applications Continues the ICTMA tradition of influencing teaching and learning in the application of mathematical modelling Shows how real life problems can be discussed during university lectures, in school classrooms and industrial research

Proceedings of the Fifth International Congress on Mathematical Education

Author : CARASS
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International Congresses on Mathematical Education (ICMEs), under the auspices of the International Commission on Mathematical Instruction, are held every four years. Previous Congresses have been held in France (Lyons), England (Exeter), the Federal Republic of Germany (Karlsruhe), and the United States of America (Berkeley). The Fifth International Congress on Mathematical Education (lCME 5) was held in Adelaide, Australia, from August 24-30, 1984. More than 1800 participants from over 70 countries participated in the Congress, while some additional 200 people attended social functions and excursions. The program for ICME 5 was planned and structured by an International Program Committee, and implemented by the National Program Committee in Australia. For the main body of the program, Chief Organisers, assisted by Australian Coordinators, were invited to plan and prepare the individual components of the program which addressed a wide range of topics and interest areas. Each of these teams involved many individuals from around the world in the detailed planning and preparation of the working sessions for their area of program responsibility. For the actual working sessions at the Congress, the smallest group had some 60 members, while the largest had well over 300. In addition to the working sessions, there were three major plenary addresses, several specially invited presentations, and over 420 individual papers in the form of short communications, either as posters or brief talks.

History in Mathematics Education

Author : John Fauvel
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This ground-breaking book investigates how the learning and teaching of mathematics can be improved through integrating the history of mathematics into all aspects of mathematics education: lessons, homework, texts, lectures, projects, assessment, and curricula. It draws upon evidence from the experience of teachers as well as national curricula, textbooks, teacher education practices, and research perspectives across the world. It includes a 300-item annotated bibliography of recent work in the field in eight languages.

Teaching English and Maths in FE

Author : David Allan
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This book explores how teachers in the FE and Skills Sector can address the mathematics and English needs of all learners.

Mathematical Modelling for Teachers

Author : Jürgen Maaß
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While there are many areas of focus in mathematics education, there are many good reasons for offering applicable mathematics education in schools. Let us just mention two of the most important reasons. On the one hand, a focus on the practical side of mathematics presents a convincing and motivating answer to the typical student question: ‘Why study mathematics?’ On the other hand, education policy seems inclined to move in this direction by implementing international testing, curricula and catalogues of skills. The most important feature of this book is that the authors speak directly to you, the mathematics teachers. The authors attempt to draw you into a continuous dialogue about activities you are asked to engage in as learners. You are asked to do something, and through doing and reflecting you will gain first-hand experience of new approaches and materials. In this way, you can learn to teach applicable mathematics to your students using your own experience as learners of applicable mathematics, motivated and supported by the book. Here applicable mathematics education is the phrase we use to describe reality-based mathematics education. Reality-based mathematics relies heavily on problem solving and a positive disposition to engage with mathematics. Modelling reality and simulating selected aspects of reality are other pillars of reality-based mathematics education.

Learning Through Teaching Mathematics

Author : Roza Leikin
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The idea of teachers Learning through Teaching (LTT) – when presented to a naïve bystander – appears as an oxymoron. Are we not supposed to learn before we teach? After all, under the usual circumstances, learning is the task for those who are being taught, not of those who teach. However, this book is about the learning of teachers, not the learning of students. It is an ancient wisdom that the best way to “truly learn” something is to teach it to others. Nevertheless, once a teacher has taught a particular topic or concept and, consequently, “truly learned” it, what is left for this teacher to learn? As evident in this book, the experience of teaching presents teachers with an exciting opp- tunity for learning throughout their entire career. This means acquiring a “better” understanding of what is being taught, and, moreover, learning a variety of new things. What these new things may be and how they are learned is addressed in the collection of chapters in this volume. LTT is acknowledged by multiple researchers and mathematics educators. In the rst chapter, Leikin and Zazkis review literature that recognizes this phenomenon and stress that only a small number of studies attend systematically to LTT p- cesses. The authors in this volume purposefully analyze the teaching of mathematics as a source for teachers’ own learning.

Working with Support in the Classroom

Author : Anne Campbell
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Looks at the roles of teachers' assistants in the classroom.

Creative Teaching

Author : Mary J. Briggs
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Creative Teaching is not only for the arts: this unique and stimulating book shows how mathematics and mathematics teaching can be creative, exciting and enjoyable. Offering teachers a dynamic and different perspective on mathematics, it enables them to see and teach in creative ways that will develop their pupil's mathematical thinking potential. The book: supports the government's Primary Strategy "Excellence and Enjoyment" covers both primary and early years range includes issues for reflection, discussion points and case studies addresses new teacher training modules on creativity and maths Aimed at primary and early years trainee teachers, NQTs and experienced teachers, this is a timely publication for teachers and schools seeking to broaden their maths curriculum, making it more creative and appealing to young minds.

Training to Teach in Further and Adult Education

Author : David Edward Gray
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This invaluable text and reference book for all PGCE and Cert Ed course requirements, and training in-service.

Sociocultural Research on Mathematics Education

Author : Bill Atweh
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This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. Sociocultural Research on Mathematics Education: An International Perspective is distinguished in several ways: * It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area. * It is future oriented, presenting recommendations for practice and policy and identifying areas for further research. * It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling. As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

Concept rich Mathematics Instruction

Author : Meir Ben-Hur
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Have you ever wondered why students too often have only a rudimentary understanding of mathematics, why even rich and exciting hands-on learning does not always result in "real" learning of new concepts? The answer lies in whether students have actually learned mathematical concepts, rather than merely memorizing facts and formulas. Concept-Rich Mathematics Instruction is based on the constructivist view that concepts are not simply facts to be memorized and later recalled, but rather knowledge that learners develop through an active process of adapting to new experiences. The teacher's role is critical in this process. When teachers prompt students to reflect on their experiences and report and answer questions verbally, students must re-examine and even revise their concepts of reality. Meir Ben-Hur offers expert guidance on all aspects of Concept-Rich Mathematics Instruction, including * Identifying the core concepts of the mathematics curriculum. * Planning instructional sequences that build upon concepts that students already understand. * Designing learning experiences that provoke thoughtful discussions about new concepts and prepare students to apply these concepts on their own. * Identifying student errors, particularly those caused by preconceptions, as important sources of information and as key instructional tools. * Conducting classroom dialogues that are rich in alternative representations. * Using a variety of formative assessment methods to reveal the state of students' learning. * Incorporating problem-solving activities that provoke cognitive dissonance and enhance students' cognitive competence. Concept-Rich Mathematics Instruction is grounded in the belief that all students can learn to think mathematically and solve challenging problems. If you're looking for a powerful way to improve students' performance in mathematics and move closer to fulfilling the NCTM standards, look no further: this approach provides the building blocks for constructing a first-class mathematics program.

Mathematics in Early Years Education

Author : Ann Montague-Smith
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This third edition of the best-selling Mathematics in Nursery Education provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning – number and counting, calculation, pattern, shape, measures and data handling – it summarises the research findings and underlying key concepts and explains how adults can help children to learn through practical experiences, discussion and more direct intervention. This new edition has been fully updated to incorporate the latest research and thinking in this area and includes: why mathematics is important as a way of making sense of the world how attitudes to mathematics can influence teaching and learning how children learn mathematics new material on sorting, matching and handling data ideas for observation and questioning to assess children’s understanding examples of planned activities suggestions for language development assessment criteria. This textbook is ideal for those training to be teachers through an undergraduate or PGCE route, those training for Early Years Professional Status and those studying early childhood on foundation or honours degrees as well as parents looking to explore how their young children learn mathematics. This will be an essential text for any Early Years practitioner looking to make mathematics interesting, exciting and engaging in their classroom.

The How and Why of Teaching Elementary Mathematics

Author : Robert P. Hunting
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The first edition of The How and Why of Teaching Elementary Mathematics is a resource of over 280 questions and answers spanning a range of topics central to successful and effective mathematics teaching. It represents all I know (and some things I didn’t know) based in large part on decades of experience providing training courses, workshops and lectures to elementary teachers and teachers-to-be in mathematics curriculum, learning, teaching, and assessment, both in Australia and the United States. Content is grouped into 13 broad topics: Manipulatives, Aids, and Concrete Materials Attitudes, Beliefs, and Culture Chance and Data Assessment and Learning Theory Early Number Leading to Place Value Geometry Measurement Number facts and Basic Operations Whole Number Computation Fractions, Decimals, Ratio, and Proportion Number Systems, Principles, and Number Sense Pattern Problem Solving The core audience for this book includes practicing elementary teachers, teachers-in-training, and mathematics teacher educators. Parents and carers interested in detailed explanations for methods of mathematics teaching used in modern elementary classrooms would also benefit from having access to this resource.