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Leibniz Institute for Science and Mathematics Education, Kiel

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  • 1
    Type of Medium: Book
    Pages: XXIII, 377 S.
    ISBN: 9783319732527 , 9783319732534 , 9783319892450
    Series Statement: ICME-13 Monographs
    Language: German
    Note: This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level. As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning? How does the digitalization of information and communication affect these roles? What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks? As for the teachers, the book discusses the relationships between teachers’ individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials? What are the relationships between resource designers and users? What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development? As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students’ use and the design of resources? How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics?
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  • 2
    Keywords: Lehrer ; Videoaufzeichnung ; Unterricht ; Professionalisierung ; Dokumentation
    In: ZDM : the international journal on mathematics education, Bd. 45 (2013) H. 7, S. 1017-1029, 1863-9690
    In: 1863-9704
    Description / Table of Contents: We examine classroom video recordings as a means of supporting the learning of teacher communities. Drawing on a longitudinal professional development program for middle years mathematics teachers in the USA, we first outline two contrasting episodes in which the teachers analyzed same segments of classroom video in two different points in the program, 2 years apart. We document that the teachers considered dramatically different aspects of video-recorded instruction as relevant to their professional interests and learning in the two episodes. We then analyze the episodes, and the intervening developments, from point of view of the community documentational genesis. In doing so, we highlight the teacher community's creation of shared repertoire of ways of reasoning.
    Type of Medium: Article
    ISSN: 1863-9690 , 1863-9704
    Language: English
    FIS Link: 1036552
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