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The Resource Teaching for learning mathematics, Rosamund Sutherland, (electronic resource)
Teaching for learning mathematics, Rosamund Sutherland, (electronic resource)
Resource Information
The item Teaching for learning mathematics, Rosamund Sutherland, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Boston University Libraries.This item is available to borrow from all library branches.
Resource Information
The item Teaching for learning mathematics, Rosamund Sutherland, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Boston University Libraries.
This item is available to borrow from all library branches.
 Summary
 Why do students find learning mathematics difficult? Can anything be done about this? What can we learn from mathematics lessons in which students are motivated to struggle with difficult mathematical ideas? How can teachers make sense of the research which is available, and use it to improve practice in real classrooms? This book explores the factors that influence young people's learning of mathematics. It uses a holistic, socioculturally informed approach to show how all young people can be encouraged to engage with and learn mathematics. Rich examples from classroom practice are used to connect theory and practice. The role of mathematical tools, including information and communications technologies, is discussed. A key focus of the book is the link between teaching and learning, including different ways in which teachers can design and orchestrate mathematical learning environments. This important, accessible and relevant book is essential reading for student teachers of mathematics as well as all qualified mathematics teachers in secondary schools. This title explores the factors that influence young people's learning of mathematics. It uses a holistic, socioculturally informed approach to show how all young people can be encouraged to engage with and learn mathematics
 Language
 eng
 Extent
 1 online resource (vii, 155 pages)
 Contents

 Cover
 TOC36;Contents
 Acknowledgements
 CH36;Chapter 1 Teaching44; Learning and Mathematics
 Opening remarks
 Research45;informed practice
 Theory as a way of seeing
 A socio45;cultural perspective
 Mathematical tools
 Teaching and learning mathematics
 Designing for learning
 Disjunctions between research44; policy and practice
 Concluding remarks
 CH36;Chapter 2 Cultures of Mathematics Education
 Opening remarks
 Mathematics curricula
 Textbooks and mathematics education culture
 Approaches to teaching mathematics
 Concluding remarks
 CH36;Chapter 3 Ways of Knowing Mathematics
 Diversity and learning
 Out45;of45;school mathematical practices
 Mathematics and out45;of45;school uses of ICT
 Scientific and spontaneous concepts
 Concluding remarks
 CH36;Chapter 4 Ways into the World of Mathematics
 Opening remarks
 Teacher45;proofing the classroom63;
 Students as creative and constructive problem solvers
 Teacher and tools
 An illustrative vignette learning statistics in the primary school
 Concluding remarks
 CH36;Chapter 5 Teaching and Learning as Reciprocal Activity
 What is teaching63;
 Communities of inquiry
 Shared mathematical working spaces learning algebra
 Shared mathematical working spaces learning functions and graphs
 Concluding remarks
 CH36;Chapter 6 Digital Tools for Learning Mathematics
 Mathematics and computer programming
 ICT and learning mathematics
 Algebra and spreadsheets in the secondary school
 Algebra and spreadsheets in the primary school
 Concluding remarks
 CH36;Chapter 7 Designing for Learning
 Opening remarks
 Teachers as designers
 Design initiatives for mathematics
 Partnership between teachers and researchers
 Research45;informed practice
 Out of the classroom design as a thought experiment
 Into the classroom teaching in the moment
 Reflection44; evaluation and redesign
 Concluding remarks
 CH36;Chapter 8 Learning Geometry
 Introductory remarks
 Partnership between teachers and researchers
 Structuring resources the schools
 Structuring resources the curriculum
 Structuring resources the students
 Learning geometry research45;informed practice
 Out of the classroom design as a thought experiment
 Into the classroom learning about quadrilaterals
 Into the classroom learning geometry and proof
 Reflections on Marnies design initiative
 Concluding remarks
 CH36;Chapter 9 Theory as a Way of Seeing
 Introductory remarks
 Culture and mathematics learning
 Mathematical tools
 Appropriating and appropriate mathematics
 Teaching44; tools and transformation
 Language44; community and mathematical learners
 Why theory63;
 CH36;Chapter 10 Integrating Research44; Policy and Practice
 Introductory remarks
 Unintended effects of educational reforms
 Teachers as enabled professionals
 A question of scale
 References
 IDX36;Index
 Last Page
 Isbn
 9781281129765
 Label
 Teaching for learning mathematics
 Title
 Teaching for learning mathematics
 Statement of responsibility
 Rosamund Sutherland
 Subject

 Electronic resources
 Learning, Psychology of
 Learning, Psychology of
 Learning, Psychology of
 Learning, Psychology of
 MATHEMATICS  Study & Teaching
 Mathematics
 Mathematics
 Mathematics
 Apprentissage, Psychologie de l'
 Mathematics  Study and teaching
 Mathematics  Study and teaching
 Mathematics  Study and teaching
 Mathematics  Study and teaching
 Mathématiques  Étude et enseignement
 Mathematics
 Electronic books
 Language
 eng
 Summary
 Why do students find learning mathematics difficult? Can anything be done about this? What can we learn from mathematics lessons in which students are motivated to struggle with difficult mathematical ideas? How can teachers make sense of the research which is available, and use it to improve practice in real classrooms? This book explores the factors that influence young people's learning of mathematics. It uses a holistic, socioculturally informed approach to show how all young people can be encouraged to engage with and learn mathematics. Rich examples from classroom practice are used to connect theory and practice. The role of mathematical tools, including information and communications technologies, is discussed. A key focus of the book is the link between teaching and learning, including different ways in which teachers can design and orchestrate mathematical learning environments. This important, accessible and relevant book is essential reading for student teachers of mathematics as well as all qualified mathematics teachers in secondary schools. This title explores the factors that influence young people's learning of mathematics. It uses a holistic, socioculturally informed approach to show how all young people can be encouraged to engage with and learn mathematics
 Cataloging source
 N$T
 http://library.link/vocab/creatorDate
 1947
 http://library.link/vocab/creatorName
 Sutherland, Rosamund
 Illustrations

 illustrations
 charts
 Index
 index present
 LC call number
 QA11.2
 LC item number
 .S88 2007eb
 Literary form
 non fiction
 Nature of contents

 standards specifications
 bibliography
 http://library.link/vocab/relatedWorkOrContributorName
 ebrary
 http://library.link/vocab/subjectName

 Mathematics
 Learning, Psychology of
 Mathematics
 Mathématiques
 Apprentissage, Psychologie de l'
 MATHEMATICS
 Electronic books
 Learning, Psychology of
 Mathematics
 Mathematics
 Label
 Teaching for learning mathematics, Rosamund Sutherland, (electronic resource)
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code

 cr
 Carrier MARC source
 rdacarrier
 Color
 multicolored
 Content category
 text
 Content type code

 txt
 Content type MARC source
 rdacontent
 Contents
 Cover  TOC36;Contents  Acknowledgements  CH36;Chapter 1 Teaching44; Learning and Mathematics  Opening remarks  Research45;informed practice  Theory as a way of seeing  A socio45;cultural perspective  Mathematical tools  Teaching and learning mathematics  Designing for learning  Disjunctions between research44; policy and practice  Concluding remarks  CH36;Chapter 2 Cultures of Mathematics Education  Opening remarks  Mathematics curricula  Textbooks and mathematics education culture  Approaches to teaching mathematics  Concluding remarks  CH36;Chapter 3 Ways of Knowing Mathematics  Diversity and learning  Out45;of45;school mathematical practices  Mathematics and out45;of45;school uses of ICT  Scientific and spontaneous concepts  Concluding remarks  CH36;Chapter 4 Ways into the World of Mathematics  Opening remarks  Teacher45;proofing the classroom63;  Students as creative and constructive problem solvers  Teacher and tools  An illustrative vignette learning statistics in the primary school  Concluding remarks  CH36;Chapter 5 Teaching and Learning as Reciprocal Activity  What is teaching63;  Communities of inquiry  Shared mathematical working spaces learning algebra  Shared mathematical working spaces learning functions and graphs  Concluding remarks  CH36;Chapter 6 Digital Tools for Learning Mathematics  Mathematics and computer programming  ICT and learning mathematics  Algebra and spreadsheets in the secondary school  Algebra and spreadsheets in the primary school  Concluding remarks  CH36;Chapter 7 Designing for Learning  Opening remarks  Teachers as designers  Design initiatives for mathematics  Partnership between teachers and researchers  Research45;informed practice  Out of the classroom design as a thought experiment  Into the classroom teaching in the moment  Reflection44; evaluation and redesign  Concluding remarks  CH36;Chapter 8 Learning Geometry  Introductory remarks  Partnership between teachers and researchers  Structuring resources the schools  Structuring resources the curriculum  Structuring resources the students  Learning geometry research45;informed practice  Out of the classroom design as a thought experiment  Into the classroom learning about quadrilaterals  Into the classroom learning geometry and proof  Reflections on Marnies design initiative  Concluding remarks  CH36;Chapter 9 Theory as a Way of Seeing  Introductory remarks  Culture and mathematics learning  Mathematical tools  Appropriating and appropriate mathematics  Teaching44; tools and transformation  Language44; community and mathematical learners  Why theory63;  CH36;Chapter 10 Integrating Research44; Policy and Practice  Introductory remarks  Unintended effects of educational reforms  Teachers as enabled professionals  A question of scale  References  IDX36;Index  Last Page
 Dimensions
 unknown
 Extent
 1 online resource (vii, 155 pages)
 Form of item
 electronic
 Isbn
 9781281129765
 Media category
 computer
 Media MARC source
 rdamedia
 Media type code

 c
 Other control number
 9786611129767
 Other physical details
 illustrations
 Specific material designation
 remote
 System control number

 (OCoLC)244998668
 (OCoLC)ocn244998668
 Label
 Teaching for learning mathematics, Rosamund Sutherland, (electronic resource)
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code

 cr
 Carrier MARC source
 rdacarrier
 Color
 multicolored
 Content category
 text
 Content type code

 txt
 Content type MARC source
 rdacontent
 Contents
 Cover  TOC36;Contents  Acknowledgements  CH36;Chapter 1 Teaching44; Learning and Mathematics  Opening remarks  Research45;informed practice  Theory as a way of seeing  A socio45;cultural perspective  Mathematical tools  Teaching and learning mathematics  Designing for learning  Disjunctions between research44; policy and practice  Concluding remarks  CH36;Chapter 2 Cultures of Mathematics Education  Opening remarks  Mathematics curricula  Textbooks and mathematics education culture  Approaches to teaching mathematics  Concluding remarks  CH36;Chapter 3 Ways of Knowing Mathematics  Diversity and learning  Out45;of45;school mathematical practices  Mathematics and out45;of45;school uses of ICT  Scientific and spontaneous concepts  Concluding remarks  CH36;Chapter 4 Ways into the World of Mathematics  Opening remarks  Teacher45;proofing the classroom63;  Students as creative and constructive problem solvers  Teacher and tools  An illustrative vignette learning statistics in the primary school  Concluding remarks  CH36;Chapter 5 Teaching and Learning as Reciprocal Activity  What is teaching63;  Communities of inquiry  Shared mathematical working spaces learning algebra  Shared mathematical working spaces learning functions and graphs  Concluding remarks  CH36;Chapter 6 Digital Tools for Learning Mathematics  Mathematics and computer programming  ICT and learning mathematics  Algebra and spreadsheets in the secondary school  Algebra and spreadsheets in the primary school  Concluding remarks  CH36;Chapter 7 Designing for Learning  Opening remarks  Teachers as designers  Design initiatives for mathematics  Partnership between teachers and researchers  Research45;informed practice  Out of the classroom design as a thought experiment  Into the classroom teaching in the moment  Reflection44; evaluation and redesign  Concluding remarks  CH36;Chapter 8 Learning Geometry  Introductory remarks  Partnership between teachers and researchers  Structuring resources the schools  Structuring resources the curriculum  Structuring resources the students  Learning geometry research45;informed practice  Out of the classroom design as a thought experiment  Into the classroom learning about quadrilaterals  Into the classroom learning geometry and proof  Reflections on Marnies design initiative  Concluding remarks  CH36;Chapter 9 Theory as a Way of Seeing  Introductory remarks  Culture and mathematics learning  Mathematical tools  Appropriating and appropriate mathematics  Teaching44; tools and transformation  Language44; community and mathematical learners  Why theory63;  CH36;Chapter 10 Integrating Research44; Policy and Practice  Introductory remarks  Unintended effects of educational reforms  Teachers as enabled professionals  A question of scale  References  IDX36;Index  Last Page
 Dimensions
 unknown
 Extent
 1 online resource (vii, 155 pages)
 Form of item
 electronic
 Isbn
 9781281129765
 Media category
 computer
 Media MARC source
 rdamedia
 Media type code

 c
 Other control number
 9786611129767
 Other physical details
 illustrations
 Specific material designation
 remote
 System control number

 (OCoLC)244998668
 (OCoLC)ocn244998668
Subject
 Electronic resources
 Learning, Psychology of
 Learning, Psychology of
 Learning, Psychology of
 Learning, Psychology of
 MATHEMATICS  Study & Teaching
 Mathematics
 Mathematics
 Mathematics
 Apprentissage, Psychologie de l'
 Mathematics  Study and teaching
 Mathematics  Study and teaching
 Mathematics  Study and teaching
 Mathematics  Study and teaching
 Mathématiques  Étude et enseignement
 Mathematics
 Electronic books
Genre
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<div class="citation" vocab="http://schema.org/"><i class="fa faexternallinksquare fafw"></i> Data from <span resource="http://link.bu.edu/portal/TeachingforlearningmathematicsRosamund/lWz6D1qhrM/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.bu.edu/portal/TeachingforlearningmathematicsRosamund/lWz6D1qhrM/">Teaching for learning mathematics, Rosamund Sutherland, (electronic resource)</a></span>  <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.bu.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.bu.edu/">Boston University Libraries</a></span></span></span></span></div>