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Books on the topic 'Mathematics education'

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Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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1

Dewar, Jacqueline, Pao-sheng Hsu, and Harriet Pollatsek, eds. Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0.

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2

Wolfmeyer, Mark. Mathematics Education. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269528.

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3

Wittmann, Erich Christian. Connecting Mathematics and Mathematics Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61570-3.

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4

Doig, Brian, Julian Williams, David Swanson, Rita Borromeo Ferri, and Pat Drake, eds. Interdisciplinary Mathematics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6.

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5

Williams, Julian, Wolff-Michael Roth, David Swanson, Brian Doig, Susie Groves, Michael Omuvwie, Rita Borromeo Ferri, and Nicholas Mousoulides. Interdisciplinary Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42267-1.

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6

Kollosche, David, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, and Ole Skovsmose, eds. Inclusive Mathematics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0.

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7

1951-, Rassias Themistocles M., ed. Mathematics in education. La Verne, Calif: University of La Verne Press, 1992.

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8

Williams, Julian. Interdisciplinary Mathematics Education. Cham: Springer Nature, 2016.

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9

Skovsmose, Ole. Critical Mathematics Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26242-5.

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10

Paul, Ernest, ed. Constructing mathematical knowledge: Epistemology and mathematics education. London: Falmer Press, 1994.

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11

Fedoseev, Viktor, Mihail Rodionov, Gennadiy Shabanov, A. Pasin, and N. P. Puchkov. Mathematics in professional education: fundamentals of the methodology of teaching engineering mathematics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1859606.

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The monograph discusses the issues of methods of mathematical education of a future engineer. The integration model of the educational process is taken as a basis. According to this model, the mathematics course should be integrated into the engineering education system. At the same time, both the content and the teaching methodology acquire specific features that allow us to consider the subject as a special engineering mathematics. The authors carry out a methodological analysis of the concept of "engineering mathematics", introduce the main integrating structures and on this basis develop learning technologies that meet the specifics of the engineering worldview and methodology of technical sciences. It is addressed to researchers, specialists in the field of theory and methodology of vocational education, as well as teachers, graduate students and students of technical universities.
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12

John, Fauvel, and Maanen, J. A. van 1953-, eds. History in mathematics education. Dordrecht: Kluwer Academic Publishers, 2000.

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13

Ewen, Dale. Mathematics for technical education. 3rd ed. Upper Saddle River, N.J: Prentice Hall, 1998.

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14

Buckmire, Ron, and Jessica M. Libertini, eds. Improving Applied Mathematics Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61717-2.

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15

Lerman, Steve, ed. Encyclopedia of Mathematics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9.

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16

Suurtamm, Christine, Denisse R. Thompson, Rae Young Kim, Leonora Diaz Moreno, Nathalie Sayac, Stanislaw Schukajlow, Edward Silver, Stefan Ufer, and Pauline Vos. Assessment in Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32394-7.

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17

Sriraman, Bharath, and Lyn English, eds. Theories of Mathematics Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-00742-2.

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18

Jao, Limin, and Nenad Radakovic, eds. Transdisciplinarity in Mathematics Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63624-5.

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19

Christiansen, B., A. G. Howson, and M. Otte, eds. Perspectives on Mathematics Education. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4504-3.

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20

Toh, Tin Lam, Berinderjeet Kaur, and Eng Guan Tay, eds. Mathematics Education in Singapore. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3573-0.

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21

Pospiech, Gesche, Marisa Michelini, and Bat-Sheva Eylon, eds. Mathematics in Physics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04627-9.

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22

Presmeg, Norma, Luis Radford, Wolff-Michael Roth, and Gert Kadunz. Semiotics in Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31370-2.

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23

Gueudet, Ghislaine, Marianna Bosch, Andrea A. diSessa, Oh Nam Kwon, and Lieven Verschaffel. Transitions in Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31622-2.

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24

Karp, Alexander, and David Lindsay Roberts, eds. Leaders in Mathematics Education. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-719-3.

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25

Clark, Kathleen M., Tinne Hoff Kjeldsen, Sebastian Schorcht, and Constantinos Tzanakis, eds. Mathematics, Education and History. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73924-3.

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26

Hannula, Markku S., Gilah C. Leder, Francesca Morselli, Maike Vollstedt, and Qiaoping Zhang, eds. Affect and Mathematics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13761-8.

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27

Bishop, Alan, Hazel Tan, and Tasos N. Barkatsas, eds. Diversity in Mathematics Education. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05978-5.

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28

Fauvel, John, and Jan Van Maanen, eds. History in Mathematics Education. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47220-1.

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29

Brown, Tony. Mathematics Education and Language. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9.

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30

Li, Yeping, W. James Lewis, and James J. Madden, eds. Mathematics Matters in Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61434-2.

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31

Kilpatrick, Jeremy, Celia Hoyles, Ole Skovsmose, and Paola Valero, eds. Meaning in Mathematics Education. New York, NY: Springer US, 2005. http://dx.doi.org/10.1007/b104298.

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32

Brown, Tony. Mathematics Education and Subjectivity. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1739-8.

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33

Bishop, Alan J., ed. Mathematics Education and Culture. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-017-2209-4.

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34

Ribeiro, Alessandro Jacques, Lulu Healy, Rute Elizabete de Souza Rosa Borba, and Solange Hassan Ahmad Ali Fernandes, eds. Mathematics Education in Brazil. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93455-6.

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35

Bartell, Tonya Gau, Corey Drake, Amy Roth McDuffie, Julia M. Aguirre, Erin E. Turner, and Mary Q. Foote, eds. Transforming Mathematics Teacher Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21017-5.

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36

Watson, Anne. Care in Mathematics Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64114-6.

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37

Ineson, Gwen. Debates in Mathematics Education. Edited by Hilary Povey. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2020] | Series: Debates in subject teaching: Routledge, 2020. http://dx.doi.org/10.4324/9780429021015.

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38

Presmeg, Norma. Semiotics in Mathematics Education. Cham: Springer Nature, 2016.

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39

Ginsburg, Herbert P., Rachael Labrecque, Kara Carpenter, and Dana Pagar. New Possibilities for Early Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.029.

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Mathematics instruction for young children should begin early, elaborate on and mathematize children’s everyday mathematics, promote a meaningful integration and synthesis of mathematics knowledge, and advance the development of conceptual understanding, procedural fluency, and use of effective strategies. The affordances provided by computer programs can be used to further these goals by involving children in activities that are not possible with traditional methods. Drawing on research and theory concerning the development of mathematical cognition, learning, and teaching, high quality mathematics software can provide a productive learning environment with several components: (1) useful instructions and demonstrations, scaffolds, and feedback; (2) mathematical tools (like a device that groups objects into tens); and (3) virtual objects, manipulatives and mathematical representations. We propose a five-stage iterative research and development process consisting of (1) coherent design; (2) formative research; (3) revision; (4) learning studies; and (5) summative research. A case study ofMathemAntics, software for children ranging from age 3 to grade 3, illustrates the research and development process. The chapter concludes with implications for early childhood educators, software designers, and researchers.
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40

(Editor), S. Elaydi, R. Abu Saris (Editor), M. Saleh (Editor), S. K. Jain (Editor), and E. S. Titi (Editor), eds. Mathematics & Mathematics Education. World Scientific Publishing Company, 2002.

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41

Bishop, A. J. Mathematical Enculturation: A Cultural Perspective on Mathematics Education (Mathematics Education Library). Springer, 1991.

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42

De Smedt, Bert, and Roland H. Grabner. Applications of Neuroscience to Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.48.

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In this chapter, we explore three types of applications of neuroscience to mathematics education: neurounderstanding, neuroprediction, and neurointervention.Neurounderstandingrefers to the idea that neuroscience is generating knowledge on how people acquire mathematical skills and how this learning is reflected at the biological level. Such knowledge might yield a better understanding of the typical and atypical development of school-taught mathematical competencies.Neuropredictiondeals with the potential of neuroimaging data to predict future mathematical skill acquisition and response to educational interventions. Inneurointervention, we discuss how brain imaging data have been used to ground interventions targeted at mathematics learning and how education shapes the neural circuitry that underlies school-taught mathematics. We additionally elaborate on recently developed neurophysiological interventions that have been shown to affect mathematical learning. While these applications offer exciting opportunities for mathematics education, some potential caveats should be considered, which are discussed at the end of this chapter.
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43

Yoong, Wong Khoon, Lee Peng Yee, Berinderjeet Kaur, Foong Pui Yee, and Ng Swee Fong. Mathematics Education. WORLD SCIENTIFIC, 2009. http://dx.doi.org/10.1142/6971.

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44

English, Lyn D., and Graeme S. Halford. Mathematics Education. Routledge, 2012. http://dx.doi.org/10.4324/9780203052884.

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45

Allen, Barbara. Mathematics Education. Routledge, 2003. http://dx.doi.org/10.4324/9780203465394.

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46

Mathematics Education. Routledge, 2013.

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47

(Editor), Jeremy Kilpatrick, Celia Hoyles (Editor), and Ole Skovsmose (Editor), eds. Meaning in Mathematics Education (Mathematics Education Library). Springer, 2005.

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48

(Editor), Karen Francois, and Jean Paul Van Bendegem (Editor), eds. Philosophical Dimensions in Mathematics Education (Mathematics Education Library). Springer, 2007.

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49

Tall, David Orme. Advanced Mathematical Thinking (Mathematics Education Library). Springer, 1994.

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50

Karp, Alexander, and Bruce R. Vogeli. Russian Mathematics Education. WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/7329.

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