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  • MPI Ethno. Forsch.  (14)
  • HU Berlin  (2)
  • DNB
  • Kalliope (Nachlässe)
  • 2005-2009  (15)
  • Mathematikunterricht  (13)
  • Electronic books.
  • Mathematics  (15)
Datasource
Material
Language
Years
Year
Author, Corporation
Publisher
Keywords
Subjects(RVK)
  • 1
    Book
    Book
    Sprache und Interaktion im Mathematikunterricht der Grundschule : zur Problematik einer Impliziten Pädagogik für schulisches Lernen im Kontext sprachlich-kultureller Pluralität (2009)
    Münster ; München [u.a.] : Waxmann
    Details
    ISBN: 9783830921332
    Language: German
    Pages: 214 S. , graph. Darst.
    Series Statement: Empirische Studien zur Didaktik der Mathematik 1
    Series Statement: Empirische Studien zur Didaktik der Mathematik
    Dissertation note: Zugl.: Hamburg, Univ., Diss., 2008
    DDC: 372.7
    RVK:
    DP 3100
    RVK:
    DP 4400
    RVK:
    SM 607
    RVK:
    SM 670
    Keywords: Zweisprachigkeit ; Grundschule ; Interaktion ; Kommunikative Kompetenz ; Mathematikunterricht ; Sprachliche Ausdrucksfähigkeit ; Deutschland ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Deutschland ; Kommunikative Kompetenz ; Interaktion ; Zweisprachigkeit ; Mathematikunterricht ; Grundschule ; Sprachliche Ausdrucksfähigkeit ; Mathematikunterricht ; Grundschule
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    Library Location Call Number Volume/Issue/Year Availability
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    Book
    HU Berlin
    München BSB
    München UB
    Regensburg UB
    KOBV
    HeBIS
    BVB
  • 2
    Online Resource
    Online Resource
    Amongst Mathematicians (2008)
    Boston, MA : Springer US
    Details
    ISBN: 9780387371436
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Mathematics Teacher Education 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Nardi, Elena Amongst mathematicians
    RVK:
    SM 620
    Keywords: Mathematics ; Education ; Mathematics ; Mathematics Study and teaching (Higher) ; Mathematikunterricht ; Hochschuldidaktik ; Mathematikunterricht ; Hochschuldidaktik
    Abstract: Background And Context -- Method, Process And Presentation -- The Encounter With Formal Mathematical Reasoning: Conceptualising Its Significance And Enacting Its Techniques -- Mediating Mathematical Meaning Through Symbolisation, Verbalisation and Visualisation -- The Encounter With the Concept Of Function -- The Encounter With the Concept Of Limit -- Undergraduate Mathematics Pedagogy -- Fragile, yet Crucial: The Relationship Between Mathematicians and Researchers in Mathematics Education
    Abstract: Amongst Mathematicians offers a unique perspective on the ways in which mathematicians perceive their students' learning, teach and reflect on their teaching practice; also on how they perceive the often fragile relationship between the communities of mathematics and mathematics education. Elena Nardi employs two fictional, yet entirely data-grounded, characters to create a conversation on these important issues. While personas are created, the facts incorporated into their stories are based on large bodies of data including intense focused group interviews with mathematicians and extensive analyses of students' written work. This book demonstrates the pedagogical potential that lies in collaborative undergraduate mathematics education research that engages mathematicians, researchers and students. Nardi also addresses the need for action in undergraduate mathematics education and offers a discourse for reform through demonstrating the feasibility and potential of collaboration between mathematicians and mathematics education researchers. Amongst Mathematicians is of interest to both the mathematics and mathematics education communities including university teachers, teacher educators, undergraduate and graduate students, and researchers
    DOI: 10.1007/978-0-387-37143-6
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltsverzeichnis
    URL: Einführung/Vorwort
    URL: Inhaltstext
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  • 3
    Online Resource
    Online Resource
    Educational Algebra : A Theoretical and Empirical Approach (2008)
    Boston, MA : Springer Science+Business Media, LLC
    Details
    ISBN: 9780387712543
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Mathematics Education Library 43
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Filloy, Eugenio Educational algebra
    RVK:
    SK 200
    RVK:
    SM 617
    Keywords: Algebra ; Mathematics ; Education ; Education ; Algebra ; Mathematics ; Algebra ; Mathematikunterricht ; Semiotik
    Abstract: This book takes a theoretical perspective on the study of school algebra, in which both semiotics and history occur. The Methodological design allows for the interpretation of specific phenomena and the inclusion of evidence not addressed in more general treatments. The book gives priority to 'meaning in use' over 'formal meaning'. These approaches and others of similar nature lead to a focus on competence rather than a user's activity with mathematical language.
    Abstract: "Given its abstract nature and the highly syntactical competence required by the use of symbolic algebra, research on its teaching and learning must rely on approaches that include semiotic concepts and analyses that recall the history of algebraic ideas, among others. Educational Algebra: A Theoretical and Empirical Approach deals with a theoretical perspective on the study of school algebra, in which both components (semiotics and history) occur. This perspective runs opposite to general theoretical models, since it submits components for the design of local frameworks for theoretical analysis. The Methodological design allows for the interpretation of specific phenomena and the inclusion, within such interpretative frameworks, of evidence not included in more general treatments. Such is the case of phenomena observed in subjects who are initiating the study of symbolic algebra, involving the production of personal sign systems at the intermediate level or the level previous to the mathematical sign system which is to be learned. Disciplines such as Linguistics, Logic, Psycholinguistics, Semiotics, general Cognitive Psychology, Mathematics Psychology, Mathematics Epistemology, History of Mathematics, and others have carried out research on the same topics approached by Mathematics Education and have redefined their results within the framework of their respective fields. Specifically, theorists in Linguistics, Information Processing and Didactics of Mathematics have done important work on the notion of code. Today, this notion is a key element to interpreting the idea of representation in the new explanatory models of cognitive problems placed by alternative teaching approaches, including those involving a technological environment. Additionally, Psycholinguistics and Artificial Intelligence in procedural models of human abilities have intended to explain how and why users of mathematical language naturally and commonly make mistakes in syntactical procedures. Educational Algebra: A Theoretical and Empirical Approach adds to previous developments with priority given to a pragmatic perspective on ""meaning in use"" over ""formal meaning"". The bulk of these approaches and others of similar nature have lead to a focus on competence rather than on a user s activity with mathematical language. Such a shift in perspective has fundamental implications on the way mathematical language is studied. Essentially, Grammar the abstract formal system and Pragmatics the principles of the use of language are complementary domains in this volume. Both are related to different teaching models, whether new or traditional, used in helping students to become competent users of Algebra. Because of this, Educational Algebra: A Theoretical and Empirical Approach will be of interest to researchers and practitioners within the mathematics education field."
    Description / Table of Contents: Front Matter; Introduction; Curriculum Design and Development for Studens, Teachers and Researchers; Experimental Design; Concrete Models and Abstraction Processes; Teaching Models; Algebraic Syntax and Solving Word Problems; Cognitive Tendencies and Abstraction Processes; Mathematical Sign Systems. Meaning and Sense; Solving Arithmetic-Algebraic Problems; Widening Perspectives; References. A Deep Sea of Luminescent Ideas; Back Matter
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-0-387-71254-3
    URL: Volltext
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    URL: Cover
    URL: Inhaltsverzeichnis
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  • 4
    Online Resource
    Online Resource
    New Directions for Situated Cognition in Mathematics Education (2008)
    Boston, MA : Springer Science+Business Media, LLC
    Details
    ISBN: 9780387715797
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Mathematics Education Library 45
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. New directions for situated cognition in mathematics education
    RVK:
    SM 607
    RVK:
    SM 600
    Keywords: Mathematics ; Early childhood education ; Education ; Education ; Mathematics ; Early childhood education ; Aufsatzsammlung ; Mathematikunterricht ; Situativer Kontext ; Kognitives Lernen ; Mathematikunterricht ; Situativer Kontext ; Kognitives Lernen
    Abstract: New Directions for Situated Cognition in Mathematics Education represents the maturation and expansion of the situated cognition theories applied to mathematics education. All of the situations on which the chapters of this book are based exemplify activity which would be described as mathematical, whether they are classrooms, workplaces, homes or the street. In identifying mathematical activity, this book examines the ways people talk, what they talk about, what they focus on, how they classify experience, what levels and kinds of generality occur to them, what is varied and what is fixed, what relationships they observe or construct and how they express them-much they way music, musicality, and a musician are recognized. In this book a dynamic view of knowledge is taken by all the authors. Although knowledge is considered what is produced in learning environments, each chapter offers a different perspective on its relationship to the individual, group, activity, historical conventions, and authoritarian views of meaning. New Directions for Situated Cognition in Mathematics Education provides a resource for educators, researchers and students to approach situated cognition through an organized and diverse source.
    Description / Table of Contents: Front Matter; Introduction; School Mathematics As A Developmental Activity; Participating In What? Using Situated Cognition Theory To Illuminate Differences In Classroom Practices; Social Identities As Learners And Teachers Of Mathematics; Looking For Learning In Practice: How Can This Inform Teaching; Are Mathematical Abstractions Situated?; 'We Do It A Different Way At My School'; Situated Intuition And Activity Theory Fill The Gap; The Role Of Artefacts In Mathematical Thinking: A Situated Learning Perspective
    Description / Table of Contents: Exploring Connections Between Tacit Knowing And Situated Learning Perspectives In The Context Of Mathematics EducationCognition And Institutional Setting; School Practices With The Mathematical Notion Of Tangent Line; Learning Mathematically As Social Practice In A Workplace Setting; Analysing Concepts of Community of Practice; 'No Way is Can't': A Situated Account of One Woman's Uses and Experiences of Mathematics; Back Matter;
    Note: Description based upon print version of record
    DOI: 10.1007/978-0-387-71579-7
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltsverzeichnis
    URL: Inhaltstext
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  • 5
    Online Resource
    Online Resource
    Applied survival analysis : regression modeling of time-to-event data (2008)
    Hoboken, N.J. :Wiley-Interscience,
    In:  EBL
    Details
    ISBN: 9780470258019 , 0470258012 , 9781118211588 , 1118211588 , 9780470258002 , 0470258004 , 0471754994 , 9780471754992
    Language: English
    Pages: 1 online resource (xiii, 392 pages) : , illustrations
    Edition: 2nd ed.
    Series Statement: Wiley series in probability and statistics
    Parallel Title: Print version: Hosmer, David W. Applied survival analysis.
    Titel der Quelle: EBL
    DDC: 610.72/7
    RVK:
    MR 2100
    RVK:
    QH 233
    RVK:
    SK 840
    Keywords: Medicine Research ; Statistical methods. ; Medical sciences Statistical methods ; Computer programs. ; Regression analysis Data processing. ; Prognosis Statistical methods. ; Logistic distribution. ; Survival Analysis. ; Logistic Models. ; Mathematical Computing. ; Prognosis. ; Regression Analysis. ; Médecine Recherche ; Méthodes statistiques. ; Sciences de la santé Méthodes statistiques ; Logiciels. ; Analyse de régression Informatique. ; Pronostics (Pathologie) Méthodes statistiques. ; Logistic distribution. ; Medicine Research ; Statistical methods. ; Prognosis Statistical methods. ; Regression analysis Data processing. ; Ereignisdatenanalyse ; Regressionsanalyse ; Regressionsmodell ; Statistische Analyse ; Zusammengesetzte Verteilung ; Regressionsanalys. ; Medicinsk statistik. ; Electronic book. ; Electronic books.
    Abstract: "Since publication of the first edition nearly a decade ago, analyses using time-to-event methods have increased considerably in all areas of scientific inquiry, mainly as a result of model-building methods available in modern statistical software packages. However, there has been minimal coverage in the available literature to guide researchers, practitioners, and students who wish to apply these methods to health-related areas of study. Applied Survival Analysis, Second Edition provides a comprehensive and up-to-date introduction to regression modeling for time-to-event data in medical, epidemiological, biostatistical, and other health-related research." "Analyses throughout the text are performed using Stata Version 9, and an accompanying FTP site contains the data sets used in the book. Applied Survival Analysis, Second Edition is an ideal book for graduate-level courses in biostatistics, statistics, and epidemiologic methods. It also serves as a reference for practitioners and resarchers in any health-related field or for professionals in insurance and government."--Jacket.
    Description / Table of Contents: Front Matter -- Introduction to Regression Modeling of Survival Data -- Descriptive Methods for Survival Data -- Regression Models for Survival Data -- Interpretation of a Fitted Proportional Hazards Regression Model -- Model Development -- Assessment of Model Adequacy -- Extensions of the Proportional Hazards Model -- Parametric Regression Models -- Other Models and Topics -- Appendix 1: The Delta Method -- Appendix 2: An Introduction to the Counting Process Approach to Survival Analysis -- Appendix 3: Percentiles for Computation of the Hall and Wellner Confidence Band -- References -- Index -- Wiley Series in Probability and Statistics.
    URL: https://onlinelibrary.wiley.com/doi/book/10.1002/9780470258019
    URL: https://learning.oreilly.com/library/view/-/9781118211588/?ar
    URL: Inhaltstext
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  • 6
    Online Resource
    Online Resource
    The Illusion Of Linearity : From Analysis to Improvement (2007)
    Boston, MA : Springer Science+Business Media, LLC
    Details
    ISBN: 9780387711645
    Language: English
    Pages: Online-Ressource (XIV, 186 p, digital)
    Series Statement: Mathematics Education Library 41
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Bock, Dirk de The illusion of linearity
    RVK:
    SM 640
    Keywords: Mathematics ; Teachers Training of ; Education ; Education ; Mathematics ; Teachers Training of ; Linearität ; Mathematikunterricht ; Sekundarstufe ; Mathematikunterricht ; Mathematikunterricht
    Abstract: This book presents the reader with a comprehensive overview of the major findings of the recent research on the illusion of linearity. It discusses: how the illusion of linearity appears in diverse domains of mathematics and science; what are the crucial psychological, mathematical, and educational factors being responsible for the occurrence and persistence of the phenomenon; and how the illusion of linearity can be remedied.
    Abstract: "Linear or proportional relationships are a major topic in mathematics education. However, recent research has shown that secondary school students strongly tend to apply the linear model also in situations wherein it is not applicable. This overgeneralization of linearity is sometimes referred to as the ""illusion of linearity"" and has a strong negative impact on students reasoning and problem solving skills. ""The Illusion of Linearity: From Analysis to Improvement"" presents the reader with a comprehensive overview of the major findings of the recent research on the illusion of linearity. Although the empirical study of students improper linear reasoning clearly constitutes a new line of research, it owes a great deal to prior work in mathematics education research community (such as the work of the scholars of the Freudenthal Institute on realistic mathematics education). Based on both quantitative and qualitative research, ""The Illusion of Linearity: From Analysis to Improvement"" discusses the following issues: (1) how the illusion of linearity appears in diverse domains of mathematics and science and how it is conceptually related to other more general misconceptions identified in the research literature, (2) what are the crucial psychological, mathematical, and educational factors being responsible for the occurrence and persistence of the phenomenon, and (3) how the illusion of linearity can be remedied by appropriate instruction. ""The Illusion of Linearity: From Analysis to Improvement"" is essential to those working in mathematics education, particularly teacher educators and curriculum research and development."
    Description / Table of Contents: Front Matter; A Widespread Phenomenon; In Search Of Empirical Evidence; Searching For Explanations: A Series Of Follow-Up Studies; An In-Depth Investigation; A Teaching Experiment; Stepping Outside The Classroom; Psychological And Educational Analysis; Back Matter
    Note: Includes bibliographical references (p. [165]-178) and index
    DOI: 10.1007/978-0-387-71164-5
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Kapitel 2
    URL: Inhaltsverzeichnis
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  • 7
    Online Resource
    Online Resource
    Modelling and applications in mathematics education : the 14th ICMI study (2007)
    New York, NY : Springer Science+Business Media, LLC
    Details
    ISBN: 9786611133344 , 9780387298221 , 9781281133342
    Language: English
    Pages: Online-Ressource (XIV 521 S.)
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: New ICMI Study Series 10
    RVK:
    DN 7000
    RVK:
    SM 603
    RVK:
    SM 601
    Keywords: Education ; Mathematics ; Mathematikunterricht ; Modellierung
    Abstract: The book aims at showing the state-of-the-art in the field of modeling and applications in mathematics education. This is the first volume to do this. The book deals with the question of how key competencies of applications and modeling at the heart of mathematical literacy may be developed; with the roles that applications and modeling may play in mathematics teaching, making mathematics more relevant for students.
    Abstract: "The overall goal of Modelling and Applications in Mathematics Education is to provide a comprehensive overview of the state-of-the-art in the field of modelling and applications in mathematics education. Key issues are dealt with, among which are the following: Epistemology and the relationships between mathematics and the ""rest of the world"", the meaning of mathematical modelling and its process components, the respect in which the distinction between pure mathematics and applications of mathematics make sense Authenticity and Goals dealing with modelling and applications in mathematics teaching, appropriate balance between modelling activities and other mathematical activities, the role that authentic problem situations play in modelling and applications activities Modelling Competencies: characterizing how a student's modelling competency can be characterized, identifiable sub-competencies, and the ways they constitute a general modelling competency, developing competency over time Mathematical Competencies: identifying the most important mathematical competencies that students should acquire, and how modelling and applications activities can contribute toward building up these competencies, the meaning of ""Mathematical Literacy"" in relation to modelling Modelling Pedagogy: appropriate pedagogical principles and strategies for the development of modelling courses and their teaching, the role of technology in the teaching of modelling and applications Implementation and Practice: the role of modelling and applications in everyday mathematics teaching, major impediments and obstacles, advancing the use of modelling examples in everyday classrooms, documenting successful implementation of modelling in mathematics teaching Assessment and Evaluation: assessment modes that capture the essential components of modelling competency, modes available for modelling and applications courses and curricula, appropriate strategies to implement new assessment and evaluation modes in practice The contributing authors are eminent members of the mathematics education community. Modelling and Applications in Mathematics Education will be of special interest to mathematics educators, teacher educators, researchers, education administrators, curriculum developers and student teachers."
    Note: Description based upon print version of record
    DOI: 10.1007/978-0-387-29822-1
    URL: Volltext  (lizenzpflichtig)
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  • 8
    Online Resource
    Online Resource
    Mathematics education in different cultural traditions - a comparative study of East Asia and the West : the 13th ICMI study (2006)
    New York, NY : Springer Science+Business Media
    Details
    ISBN: 9786610613809 , 9780387297231 , 9781280613807
    Language: English
    Pages: Online-Ressource (XIV, 595 S.)
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: New ICMI study series 9
    DDC: 510.71
    RVK:
    SD 2002
    RVK:
    SM 600
    Keywords: Education ; Mathematics ; Konferenzschrift ; Ostasien ; Westliche Welt ; Hongkong 〈2002〉 ; Mathematikunterricht
    Abstract: Education in any social environment is influenced in many ways by the traditions of these environments. This volume reflects the structure of the conference in four sections of papers, integrating insights, results and implications from the comparative discussions
    Description / Table of Contents: Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West; Mathematics Education in East Asia and the West: Does Culture Matter?; A Traditional Aspect of Mathematics Education in Japan; From Wasan to Yozan; Perceptions of Mathematics and Mathematics Education in the Course of History - A Review of Western Perspectives; Historical Topics as Indicators for the Existence of Fundamentals in Educational Mathematics; From "Entering the Way" to "Exiting the Way": In Search of a Bridge to Span "Basic Skills" and "Process Abilities"
    Description / Table of Contents: Practice Makes Perfect: A Key Belief in ChinaThe Origins of Pupils' Awareness of Teachers' Mathematics Pedagogical Values: Confucianism and Buddhism - Driven; Some Comparative Studies between French and Vietnamese Curricula; An Overview of the Mathematics Curricula in the West and East; Classification and Framing of Mathematical Knowledge in Hong Kong, Mainland China, Singapore, and the United States; Comparative Study of Arithmetic Problems in Singaporean and American Mathematics Textbooks
    Description / Table of Contents: A Comparative Study of the Mathematics Textbooks of China, England, Japan, Korea, and the United StatesA Comparison of Mathematics Performance Between East and West: What PISA and TIMSS Can Tell Us; Case Studies on Mathematics Assessment Practices in Australian and Chinese Primary Schools; Philippine Perspective on the ICMI Comparative Study; The TIMSS 1995 and 1999 Video Studies; Proposal for a Framework to Analyse Mathematics Education in Eastern and Western Traditions; Cultural Diversity and the Learner's Perspective: Attending to Voice and Context
    Description / Table of Contents: Mathematics Education in China: From a Cultural PerspectiveMathematics Education and Information and Communication Technologies; Cultural Awareness Arising from Internet Communication between Japanese and Australian Classrooms; The International Distance Learning Activities of HSARUC; Distance Learning between Japanese and German Classrooms; Comparing Primary and Secondary Mathematics Teachers' Beliefs about Mathematics, Mathematics Learning and Mathematics Teaching in Hong Kong and Australia
    Description / Table of Contents: The Impact of Cultural Differences on Middle School Mathematics Teachers' Beliefs in the U.S. and ChinaU.S. and Chinese Teachers' Cultural Values of Representations in Mathematics Education; A Comparison of Mathematical Values Conveyed in Mathematics Textbooks in China and Australia; Values and Classroom Interaction: Students' Struggle for Sense Making; Trip for the Body, Expedition for the Soul: An Exploratory Survey of Two East Asian Teachers of Mathematics in Australia; Conceptualising Pedagogical Values and Identities in Teacher Development
    Description / Table of Contents: Elements of a Semiotic Analysis of the Secondary Level Classroom in Japan
    Note: Description based upon print version of record
    DOI: 10.1007/0-387-29723-5
    URL: Volltext  (lizenzpflichtig)
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  • 9
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    Online Resource
    Humans-with-Media and the Reorganization of Mathematical Thinking : Information and Communication Technologies, Modeling, Visualization and Experimentation (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387242644
    Language: English
    Pages: Online-Ressource (XXII, 226 p, digital)
    Series Statement: Mathematics Education Library 39
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Borba, Marcelo C. Humans-with-media and the reorganization of mathematical thinking
    RVK:
    SM 600
    Keywords: Mathematics ; Education ; Education ; Mathematics ; Aufsatzsammlung ; Mathematikunterricht ; Neue Medien ; Mathematikunterricht ; Neue Medien
    Abstract: This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Discussion focuses on how computers, writing and oral discourse transform education at an epistemological as well as a political level. Building on examples, research and theory, the authors propose that knowledge is not constructed solely by humans, but by collectives of humans and technologies of intelligence.
    Abstract: This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Borba and Villarreal provide examples from research conducted at the level of basic and university-level education, developed by their research group based in Brazil, and discuss their findings in the light of the relevant literature. Arguing that different media reorganize mathematical thinking in different ways, they discuss how computers, writing and oral discourse transform education at an epistemological as well as a political level. Modeling and experimentation are seen as pedagogical approaches which are in harmony with changes brought about by the presence of information and communication technology in educational settings. Examples of research about on-line mathematics education courses, and Internet used in regular mathematics courses, are presented and discussed at a theoretical level. In this book, mathematical knowledge is seen as developed by collectives of humans-with-media. The authors propose that knowledge is never constructed solely by humans, but by collectives of humans and technologies of intelligence. Theoretical discussion developed in the book, together with new examples, shed new light on discussions regarding visualization, experimentation and multiple representations in mathematics education. Insightful examples from educational practice open up new paths for the reader.
    Description / Table of Contents: Why Another Book about Technology and Mathematics Education?; Information Technology, Reorganization of Thinking and Humans-with-Media; Modeling as a Pedagogical Approach: Resonance with New Media; Experimental-with-Technology Approach: Resonance with Modeling and Multiple Representations; Visualization, Mathematics Education and Computer Environments; Modeling and Media in Action; Experimentation, Visualization and Media in Action; Mathematics and Mathematics Education On-Line; Methodology: An Interface between Epistemology and Procedures
    Description / Table of Contents: Political Dimensions of Information and Communication Technology
    Note: Includes bibliographical references (p. [217]-226) and index
    DOI: 10.1007/b105001
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltstext
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  • 10
    Online Resource
    Online Resource
    Meaning in Mathematics Education (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387240404
    Language: English
    Pages: Online-Ressource (X, 260 p, digital)
    Series Statement: Mathematics Education Library 37
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Meaning in mathematics education
    RVK:
    SM 600
    Keywords: Curriculum planning ; Mathematics ; Education ; Education ; Curriculum planning ; Mathematics ; Bibliografie ; Aufsatzsammlung ; Mathematikunterricht ; Mathematikunterricht ; Mathematikunterricht
    Abstract: What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed - theoretical and practical - and this book seeks to move the debate forward along both dimensions
    Description / Table of Contents: Introduction; Meanings of Meaning of Mathematics; "Meaning" and School Mathematics; The Meaning of Conics: Historical and Didactical Dimensions; Reconstruction of Meaning as a Didactical Task: The Concept of Function as an Example; Meaning in Mathematics Education; Collective Meaning and Common Sense; Mathematics Education and Common Sense; Communication and Construction of Meaning; Making Mathematics and Sharing Mathematics: Two Paths to Co-Constructing Meaning?; The Hidden Role of Diagrams in Students' Construction of Meaning in Geometry
    Description / Table of Contents: What's a Best Fit? Construction of Meaning in a Linear Algebra SessionDiscoursing Mathematics Away; Meaning and Mathematics
    Note: Includes bibliographical references
    DOI: 10.1007/b104298
    URL: Volltext
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    URL: Cover
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  • 11
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    Online Resource
    The Didactical Challenge of Symbolic Calculators : Turning a Computational Device into a Mathematical Instrument (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387234359
    Language: English
    Pages: Online-Ressource (VII, 305 p, digital)
    Series Statement: Mathematics Education Library 36
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The didactical challenge of symbolic calculators
    RVK:
    SM 600
    Keywords: Curriculum planning ; Mathematics ; Education ; Education ; Curriculum planning ; Mathematics ; Mathematikunterricht ; Taschenrechner ; Computeralgebra ; Mathematikunterricht ; Taschenrechner ; Computeralgebra
    Abstract: While computational technologies are transforming the professional practice of mathematics, as yet they have had little impact on school mathematics. This pioneering text develops a theorized analysis of why this is and what can be done to address it. It examines the particular case of symbolic calculators (equipped with computer algebra systems) in secondary education. Drawing on a substantial program of French innovation and research, as well as closely related studies from Australia and the Netherlands, it provides rich illustrations of the many aspects of technology integration, and of the
    Description / Table of Contents: Preliminaries; TABLE OF CONTENTS; Acknowledgments; Introduction; 1. Calculators in mathematics education; 2. A CAS as an assistant to reasoned instrumentation; 3. Transposing computer tools from the mathematical sciences into Teaching; 4. The influence of a computer algebra environment on teachers' practice; 5. Using symbolic calculators to study mathematics; 6. An instrumental approach to mathematics learning in symbolic calculator environments; 7. Computer algebra as an instrument; 8. Instrumental genesis, individual and social aspects
    Description / Table of Contents: 9. The integration of symbolic calculators into secondary educationConclusion; Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/b101602
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Kapitel 1
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  • 12
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    Exploring Probability in School : Challenges for Teaching and Learning (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387245300
    Language: English
    Pages: Online-Ressource (XVI, 388 p, digital)
    Series Statement: Mathematics Education Library 40
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Exploring probability in school
    RVK:
    SM 619
    Keywords: Distribution (Probability theory) ; Mathematics ; Teachers Training of ; Education ; Education ; Distribution (Probability theory) ; Mathematics ; Teachers Training of ; Aufsatzsammlung ; Mathematikunterricht ; Wahrscheinlichkeitsrechnung ; Mathematikunterricht ; Wahrscheinlichkeitsrechnung ; Mathematikunterricht ; Wahrscheinlichkeitsrechnung
    Abstract: Exploring Probability in School provides a new perspective into research on the teaching and learning of probability. It creates this perspective by recognizing and analysing the special challenges faced by teachers and learners in contemporary classrooms where probability has recently become a mainstream part of the curriculum from early childhood through high school. The authors of the book discuss the nature of probability, look at the meaning of probabilistic literacy, and examine student access to powerful ideas in probability during the elementary, middle, and high school years. Moreover, they assemble and analyse research-based pedagogical knowledge for teachers that can enhance the learning of probability throughout these school years. With the book's rich application of probability research to classroom practice, it will not only be essential reading for researchers and graduate students involved in probability education, it will also capture the interest of educational policy makers, curriculum personnel, teacher educators, and teachers.
    Description / Table of Contents: Introduction; The Nature of Chance and Probability; Towards ""Probability Literacy"" for all Citizens: Building Blocks and Instructional Dilemmas; An Overview of Research into the Teaching and Learning of Probability; Characteristics of Elementary School Students' Probabilistic Reasoning; Combinatorics and the Development of Children's Combinatorial Reasoning; The Probabilistic Reasoning of Middle School Students; How do Teachers Foster Students' Understanding of Probability?; Dealing with Compound Events; How Can Teachers Build Notions of Conditional Probability and Independence?
    Description / Table of Contents: What is the Nature of High School Students' Conceptions and Misconceptions About Probability?Probability and Statistical Inference: How Can Teachers Enable Learners to Make the Connection?; Teaching and Learning the Mathematization of Uncertainty: Historical, Cultural, Social and Political Contexts; Assessing Probabilistic Thinking and Reasoning; Probability in Teacher Education and Development; Reflections
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/b105829
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltstext
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  • 13
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    The Construction of New Mathematical Knowledge in Classroom Interaction : An Epistemological Perspective (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387242538
    Language: English
    Pages: Online-Ressource (XIV, 236 p, digital)
    Series Statement: Mathematics Education Library 38
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Steinbring, Heinz The construction of new mathematical knowledge in classroom interaction
    RVK:
    SM 607
    Keywords: Genetic epistemology ; Mathematics ; Education ; Education ; Genetic epistemology ; Mathematics ; Grundschule ; Interaktion ; Mathematikunterricht ; Schulklasse ; Grundschule ; Mathematikunterricht ; Beziehung ; Mathematikunterricht ; Interaktion ; Mathematikunterricht ; Interaktion
    Abstract: The Construction of New Mathematical Knowledge in Classroom Interaction deals with the very specific characteristics of mathematical communication in the classroom. The general research question of this book is: How can everyday mathematics teaching be described, understood and developed as a teaching and learning environment in which the students gain mathematical insights and increasing mathematical competence by means of the teacher's initiatives, offers and challenges? How can the 'quality' of mathematics teaching be realized and appropriately described? And the following more specific research question is investigated: How is new mathematical knowledge interactively constructed in a typical instructional communication among students together with the teacher? In order to answer this question, an attempt is made to enter as in-depth as possible under the surface of the visible phenomena of the observable everyday teaching events. In order to do so, theoretical views about mathematical knowledge and communication are elaborated. The careful qualitative analyses of several episodes of mathematics teaching in primary school is based on an epistemologically oriented analysis Steinbring has developed over the last years and applied to mathematics teaching of different grades. The book offers a coherent presentation and a meticulous application of this fundamental research method in mathematics education that establishes a reciprocal relationship between everyday classroom communication and epistemological conditions of mathematical knowledge constructed in interaction.
    Description / Table of Contents: General Overview Of The Book; Overview of the First Chapter; Theoretical Background and Starting Point; Overview of the Second Chapter; The Theoretical Research Question; Overview of the Third Chapter; Epistemology-Oriented Analyses of Mathematical Interactions; Overview of the Fourth Chapter; Epistemological and Communicational Conditions of Interactive Mathematical Knowledge Constructions
    Note: Includes bibliographical references (p. [223]-228) and indexes
    DOI: 10.1007/b104944
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltstext
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  • 14
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    Activity and Sign : Grounding Mathematics Education (2005)
    New York : Springer Science+Business Media, Inc.
    Details
    ISBN: 9780387242705
    Language: English
    Pages: Online-Ressource (VII, 389 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Activity and sign
    RVK:
    SM 600
    Keywords: Science History ; Mathematics ; Education ; Education ; Science History ; Mathematics ; Aufsatzsammlung ; Mathematikunterricht
    Abstract: "The advancement of a scientific discipline depends not only on the ""big heroes"" of a discipline, but also on a community's ability to reflect on what has been done in the past and what should be done in the future. This volume combines perspectives on both. It celebrates the merits of Michael Otte as one of the most important founding fathers of mathematics education by bringing together all the new and fascinating perspectives created through his career as a bridge builder in the field of interdisciplinary research and cooperation. The perspectives elaborated here are for the greatest part motivated by the impressing variety of Otte's thoughts, however, the idea is not to look back, but to find out where the research agenda might lead us in the future. This volume provides new sources of knowledge based on Michael Otte's fundamental insight that understanding the problems of mathematics education - how to teach, how to learn, how to communicate, how to do, and how to represent mathematics - depends on means, mainly philosophical and semiotic, that have to be created first of all, and to be reflected from the perspectives of a multitude of diverse disciplines."
    Description / Table of Contents: Grounding Mathematics Education; Mathematics, Sign and Activity; Agency and Creativity in the Semiotics of Learning Mathematics; The Semiotic Approach to Mathematical Evidence and Generalization; Signs as Means for Discoveries; Diagrammatic Thinking; Notes on a Semiotically Inspired Theory of Teaching and Learning; Semiotic Mediation in the Primary School; Do Mathematical Symbols Serve to Describe or Construct "Reality"?; Metaphor and Metonymy in Processes of Semiosis in Mathematics Education; On Practical and Theoretical Thinking and Other False Dichotomies in Mathematics Education
    Description / Table of Contents: The Semiotics of the SchemaTowards a Normal Science of Mathematics Education?; The Study of the Didactical Conditions of School Learning in Mathematics; The Formal, The Social and the Subjective; Reflective Learning; Thinking and Knowing About Knowledge; The Cognitive Unconscious; Hilbert, Weyl, and the Philosophy of Mathematics; Mathematical Metaphors in Natorp's Neo-Kantian Epistemology and Philosophy of Science; Newton's Program of Mathematizing Nature; Did Hermann and Robert Graßmann Contribute to the Emergence of Formal Axiomatics?; A Case Study in Generalisation
    Description / Table of Contents: Some German Contributions to Mathematics Research in BrazilData Structures and Virtual Worlds; Variables, in Particular Random Variables; Deduction, Perception, and Modeling; Models of Data, Theoretical Models, and Ontology; Some Sober Conceptions of Mathematical Truth; Can There Be an Alternative Mathematics, Really?; An Interview with Michael Otte
    Description / Table of Contents: Grounding Mathematics Education : Michael Otte's contribution / Michael Hoffmann, Johannes Lenhard and Falk SeegerMathematics, Sign and Activity / Michael Otte -- A. Sign Processes -- Agency and Creativity in the Semiotics of Learning Mathematics / Paul Ernest -- The Semiotic Approach to Mathematical Evidence and Generalization / Susanna Marietti -- Signs as Means for Discoveries : Peirce and His Concepts of "Diagrammatic Reasoning," "Theorematic Deduction," "Hypostatic Abstraction", and "Theoric Transformation" / Michael Hoffmann -- Diagrammatic Thinking : Affordances and Constraints / Willibald Dorfler -- Notes on a Semiotically Inspired Theory of Teaching and Learning / Falk Seeger -- B. Sign Processes in the Mathematics Classroom -- Semiotic Mediation in the Primary School : Durer's Glass / Maria G. Bartolini Bussi, Maria Alessandra Mariotti and Franca Ferri -- Do Mathematical Symbols Serve to Describe or Construct "Reality"? : Epistemological Problems in Teaching Mathematics in the Field of Elementary Algebra / Heinz Steinbring -- Metaphor and Metonymy in Processes of Semiosis in Mathematics Education / Norma Presmeg -- On Practical and Theoretical Thinking and Other False Dichotomies in Mathematics Education / Anna Sierpinska -- The Semiotics of the Schema : Kant, Piaget, and the Calculator / Luis Radford -- C. Mathematics Education as a Science -- Towards a Normal Science of Mathematics Education? / Kenneth Ruthven -- The Study of the Didactical Conditions of School Learning in Mathematics / Guy Brousseau -- The Formal, the Social and the Subjective : Variations on a Theme of Michael Otte / Roland Fischer -- D. Crossing Boundaries -- Reflective learning : Problems and Questions Concerning a Current Contextualization of the Vygotskian Approach / Bernd Fichtner -- Thinking and Knowing about knowledge : A Plea for and Critical Remarks on Psychological Research Programs on Epistemological Beliefs / Rainer Bromme -- The Cognitive Unconscious : Recalling the History of the Concept and the Problem / Thomas Mies -- E. History of Mathematics and Mathematics Education -- Hilbert, Weyl, and the Philosophy of Mathematics / Hans Niels Jahnke -- Mathematical Metaphors in Natorp's Neo-Kantian Epistemology and Philosophy of Science / Thomas Mormann -- Newton's Program of Mathematizing Nature / Karl-Norbert Ihmig -- Did Hermann and Robert Grassmann Contribute to the Emergence of a Formal Axiomatics? / Mircea Radu -- A Case Study in Generalization : The Notion of Multiphcation / Gert Schubring -- Some German Contributions to Mathematics Research in Brazil / Circe Mary Silva da Silva Dynnikov -- F. Making Philosophy of Mathematics Relevant -- ata Structures and Virtual Worlds : On the Inventiveness of Mathematics / Andreas Dress -- Variables, in Particular Random Variables / Hermann Dinges -- Deduction, Perception and Modeling : The Two Peirces on the Essence of Mathematics / Johannes Lenhard -- Models of Data, Theoretical Models and Ontology : A Structuralist Perspective / C. Ulises Moulines -- Some Sober Conceptions of Mathematical Truth / Marco Panza -- Can There Be an Alternative Mathematics, Really? / Jean Paul van Bendegem -- G. Coda -- An Interview with Michael Otte / Roland Fischer.
    Note: Includes bibliographical references and index
    DOI: 10.1007/b105055
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Kapitel 1
    URL: Inhaltsverzeichnis
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  • 15
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    Using R for introductory statistics (2005)
    Boca Raton [u.a.] : Chapman & Hall/CRC
    Details
    ISBN: 0203499891 , 9780203499894
    Language: English
    Pages: Online-Ressource
    Series Statement: EBSCOhost eBook Collection
    Parallel Title: Buchausg. u.d.T. Verzani, John Using R for introductory statistics
    RVK:
    ST 600
    RVK:
    SK 840
    RVK:
    ST 601
    RVK:
    QH 250
    Keywords: Statistics Data processing ; R (Computer program language) ; Statistics Data processing ; R (Computer program language) ; R Computer program language ; Statistics Data processing. ; R ; Statistik ; Electronic books. ; Electronic books ; Lehrbuch ; R ; Statistik ; R ; Statistik
    Abstract: R is a free software package that has seen a huge increase in users within the last five years and now is used increasingly in introductory classes. There are few books covering introductory statistics using R, and this book fills a gap as a true ...beginner... book. With emphasis on data analysis and practical examples Using R for Introductory Statistics encourages understanding rather than focusing on learning the underlying language. It includes a large collection of problem sets with solutions and numerous practical examples from a broad range of scientific disciplines. It comes complete w
    Description / Table of Contents: Book Cover; Half-Title; Title; Copyright; Content; Preface; 1. Data; 2. Univariate Data; 3. Bivariate data; 4. Multivariate Data; 5. Describing Populations; 6. Simulation; 7. Confidence Intervals; 8. Significance Tests; 9. Goodness of Fit; 10. Linear Regression; 11. Analysis of Variance; 12. Two Extensions of the Linear Model; Appendix A Getting, Installing, and Running R; Appendix B Graphical User Interfaces and R; Appendix C Teaching with R; Appendix D More on Graphics with R; Appendix E Programming in R; Index;
    Note: Includes index , Electronic reproduction, Boulder, Colo : NetLibrary, 2006
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Inhaltstext
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