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  • MPI Ethno. Forsch.  (8)
  • Boston, MA : Springer Science+Business Media, Inc  (5)
  • Paris : OECD  (3)
  • Mathematics  (8)
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  • MPI Ethno. Forsch.  (8)
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Language
Years
Author, Corporation
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Keywords
Subjects(RVK)
  • 1
    Online Resource
    Online Resource
    Ten questions for mathematics teachers : ... and how PISA can help answer them (2016)
    Paris : OECD
    Details
    ISBN: 9789264265387
    Language: English
    Pages: 1 Online-Ressource (90 Seiten) , Illustrationen
    Series Statement: PISA
    Parallel Title: Erscheint auch als Ten questions for mathematics teachers
    Parallel Title: Erscheint auch als Druck-Ausgabe: Ten questions for mathematics teachers
    RVK:
    SM 605
    Keywords: Education ; Mathematikunterricht
    Abstract: Every three years, the Programme for International Student Assessment, better known as PISA, evaluates 15 year-old students around the world to determine how well their education system has prepared them for life after compulsory schooling. Once the results are published, the media rush to compare their countries’ positions in the international league tables. Government policy makers, journalists and academic researchers mine the report to find out how successful education systems elicit the best performance from their students while making access to high-quality education more equitable. But sometimes the key messages don’t make it back to the teachers who are preparing their country’s students every day. Ten Questions for Mathematics Teachers… and How PISA Can Help Answer Them aims to change that. This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them reflect on their teaching strategies and how students learn.
    DOI: 10.1787/9789264265387-en
    URL: Volltext  (lizenzpflichtig)
    Library Location Call Number Volume/Issue/Year Availability
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Art for art's sake? : the impact of arts education (2013)
    Paris : OECD
    Details
    ISBN: 9789264180772
    Language: English
    Pages: 266 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Educational research and innovation
    Parallel Title: Parallelausg. L'art pour l'art ? ; L'impact de l'éducation artistique
    Parallel Title: Parallelausg. ¿El arte por el arte? ; La influencia de la educacíon artística
    Parallel Title: Erscheint auch als Winner, Ellen, 1947 - Art for art's sake?
    RVK:
    DP 6600
    RVK:
    CX 3000
    RVK:
    DG 9000
    RVK:
    DI 1000
    RVK:
    DP 6100
    RVK:
    ES 360
    RVK:
    ES 740
    RVK:
    LH 61100
    RVK:
    LH 61260
    RVK:
    LR 56900
    RVK:
    SM 607
    RVK:
    LH 61200
    Keywords: Kunst ; Bildung ; Education ; Kunsterziehung ; Kreativität ; Kognitive Entwicklung ; Sozialkompetenz ; Ästhetische Erziehung ; Musische Erziehung
    Abstract: Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students’ academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as “skills for innovation”: subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills. This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.
    DOI: 10.1787/9789264180789-en
    URL: Volltext
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Understanding economic statistics : an OECD perspective (2008)
    Paris : OECD
    Details
    ISBN: 9789264046986
    Language: English
    Pages: Online-Ressource (PDF-Datei: 195 S., 2,75 MB)
    Edition: Online-Ausg. 2009 Electronic reproduction; Available via World Wide Web
    Parallel Title: Druckausg. Giovannini, Enrico, 1957 - Understanding economic statistics
    RVK:
    RB 10654
    RVK:
    SK 850
    Keywords: Organisation for Economic Co-operation and Development ; Economics Statistical methods ; Evaluation ; Wirtschaftsstatistik
    Abstract: The media publish economic data on a daily basis. Governments make decisions, affecting millions (and even billions) of people, based on the economic statistics available to them. In countless different ways, economic statistics are a fundamental part of modern life, shaping the way we interpret and react to the world around us. But how are these statistics produced? Who decides which statistics are useful and which are not? And how can we be sure of the quality of the statistics we read? Drawing on OECD statistics in particular, 'Understanding Economic Statistics: an OECD perspective' shows readers how to use statistics to understand the world economy. It gives an overview of the history, key concepts and the main providers of economic statistics. A detailed chapter provides a comprehensive picture of the main statistical activities of the OECD. Finally, the book explores the crucial issue of quality assurance and the implications for public trust.
    Note: Chapters 1, 2, 3 and 5 of this book are translated and adapted from Le statistiche economiche by Enrico Giovannini, 2006 , Parallel als Buch-Ausg. erschienen , Electronic reproduction; Available via World Wide Web
    DOI: 10.1787/9789264046986-en
    URL: Volltext
    URL: Volltext
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    MPI Ethno. Forsch.
  • 4
    Online Resource
    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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    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    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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  • 6
    Online Resource
    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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  • 7
    Online Resource
    Online Resource
    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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  • 8
    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
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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