Böcker i Research in Mathematics Education-serien

Research Trends in Mathematics Teacher Education

Intends to document the work of the 'Show-Me Project' (1997-2007) and to highlight lessons learned about curriculum implementation. This title is suitable for readers such as state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators.

The mathematics curriculum - what mathematics is taught, to whom it is taught, and when it is taught - is the bedrock to understanding what mathematics students can, could, and should learn. The contributors to this volume challenge us to examine how the learning of mathematics can and should be affected by today's technology.

The mathematics curriculum - what mathematics is taught, to whom it is taught, and when it is taught - is the bedrock to understanding what mathematics students can, could, and should learn. The contributors to this volume challenge us to examine how the learning of mathematics can and should be affected by today's technology.

This book collects recent research on posing and solving mathematical problems. it includes the work from many of the leading researchers in the area and an important number of young researchers.

The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play.

The purpose of this book is to collect, organize and disseminate collective wisdom with respect to designing, conducting, and publishing quality research in mathematics education.

Represents an analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. This volume documents the varied grade-level mathematics curriculum expectations in the US and highlights a general lack of consensus across states.

Represents an analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. This volume documents the varied grade-level mathematics curriculum expectations in the US and highlights a general lack of consensus across states.

Reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This monograph is intended for curriculum developers, researchers, teachers, and teacher trainers.

Reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This monograph is intended for curriculum developers, researchers, teachers, and teacher trainers.

Investigates the evolution of the geometry curriculum in the United States. This volume aims to increase awareness of the shape and nature of the modern geometry curriculum by explaining how things have come to be as they are. It is suitable for curriculum developers, researchers, teachers, and curriculum supervisors.

Investigates the evolution of the geometry curriculum in the United States. This volume aims to increase awareness of the shape and nature of the modern geometry curriculum by explaining how things have come to be as they are. It is suitable for curriculum developers, researchers, teachers, and curriculum supervisors.

This book collects recent research on posing and solving mathematical problems. it includes the work from many of the leading researchers in the area and an important number of young researchers.

This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research.