Mathematics classrooms: students' activities and teachers' practices
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| Other Authors: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Rotterdam
Sense Publishers
©2013
|
| Subjects: | |
| Online Access: | FAW01 FAW02 Volltext |
| Item Description: | Print version record |
| Physical Description: | 1 online resource (x, 253 pages) illustrations |
| ISBN: | 9462092796 946209280X 9462092818 9789462092792 9789462092808 9789462092815 |
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| 505 | 8 | |a With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Paris, Aurlie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac. This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education | |
| 505 | 8 | 0 | |t Theory of activity and developmental frameworks for an analysis of teachers' practices and students' learning |t Why and how to understand what is at stake in a mathematics class |t Diversity, variability and commonalities among teaching practices |t Stability of practices: what 8th and 9th grade students with the same teacher do during a geometry class period? |t The case of textbooks in mathematics teaching |t Teaching practices and student learning: a case study |t The study of a scenario and its implementation in the classes of two different teachers: comparison of in-class events and the effects on the work of students in exams |t Student activities with e-exercise bases |t Teachers' practices using e-exercise bases in their classrooms |t Teachers' activity in dynamic geometry environments: comparison with a session in traditional environments |t Qualitative and quantitative studies about mathematics teachers in France |t Strategies for training mathematics teachers. The first step: training the teachers |r Janine Rogalski -- |r Aline Robert and Christophe Hache -- |r Eric Roditi -- |r Monique Chappet-Paries, Aline Robert, and Janine Rogalski -- |r Christophe Hache -- |r Julie Horoks -- |r Aurélie Chesnais -- |r Claire Cazes and Fabrice Vandebrouck -- |r Maha Abboud-Blanchard, Claire Cazes, and Fabrice Vandebrouck -- |r Maha Abboud-Blanchard and Monique Chappet-Paries -- |r Sayac Nathalie -- |r Maha Abboud-Blanchard and Aline Robert |
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| 650 | 7 | |a Teaching / Methodology |2 fast | |
| 650 | 7 | |a Teaching / Philosophy |2 fast | |
| 650 | 4 | |a Mathematik | |
| 650 | 4 | |a Philosophie | |
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| author2 | Vandebrouck, Fabrice |
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| author_additional | Janine Rogalski -- Aline Robert and Christophe Hache -- Eric Roditi -- Monique Chappet-Paries, Aline Robert, and Janine Rogalski -- Christophe Hache -- Julie Horoks -- Aurélie Chesnais -- Claire Cazes and Fabrice Vandebrouck -- Maha Abboud-Blanchard, Claire Cazes, and Fabrice Vandebrouck -- Maha Abboud-Blanchard and Monique Chappet-Paries -- Sayac Nathalie -- Maha Abboud-Blanchard and Aline Robert |
| author_facet | Vandebrouck, Fabrice |
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| bvnumber | BV043031023 |
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| contents | With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Paris, Aurlie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac. This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education Theory of activity and developmental frameworks for an analysis of teachers' practices and students' learning Why and how to understand what is at stake in a mathematics class Diversity, variability and commonalities among teaching practices Stability of practices: what 8th and 9th grade students with the same teacher do during a geometry class period? The case of textbooks in mathematics teaching Teaching practices and student learning: a case study The study of a scenario and its implementation in the classes of two different teachers: comparison of in-class events and the effects on the work of students in exams Student activities with e-exercise bases Teachers' practices using e-exercise bases in their classrooms Teachers' activity in dynamic geometry environments: comparison with a session in traditional environments Qualitative and quantitative studies about mathematics teachers in France Strategies for training mathematics teachers. The first step: training the teachers |
| ctrlnum | (OCoLC)858275843 (DE-599)BVBBV043031023 |
| dewey-full | 510.71 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 510 - Mathematics |
| dewey-raw | 510.71 |
| dewey-search | 510.71 |
| dewey-sort | 3510.71 |
| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| format | Electronic eBook |
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| spelling | Mathematics classrooms students' activities and teachers' practices edited by Fabrice Vandebrouck Rotterdam Sense Publishers ©2013 1 online resource (x, 253 pages) illustrations txt rdacontent c rdamedia cr rdacarrier Print version record With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Paris, Aurlie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac. This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education Theory of activity and developmental frameworks for an analysis of teachers' practices and students' learning Why and how to understand what is at stake in a mathematics class Diversity, variability and commonalities among teaching practices Stability of practices: what 8th and 9th grade students with the same teacher do during a geometry class period? The case of textbooks in mathematics teaching Teaching practices and student learning: a case study The study of a scenario and its implementation in the classes of two different teachers: comparison of in-class events and the effects on the work of students in exams Student activities with e-exercise bases Teachers' practices using e-exercise bases in their classrooms Teachers' activity in dynamic geometry environments: comparison with a session in traditional environments Qualitative and quantitative studies about mathematics teachers in France Strategies for training mathematics teachers. The first step: training the teachers Janine Rogalski -- Aline Robert and Christophe Hache -- Eric Roditi -- Monique Chappet-Paries, Aline Robert, and Janine Rogalski -- Christophe Hache -- Julie Horoks -- Aurélie Chesnais -- Claire Cazes and Fabrice Vandebrouck -- Maha Abboud-Blanchard, Claire Cazes, and Fabrice Vandebrouck -- Maha Abboud-Blanchard and Monique Chappet-Paries -- Sayac Nathalie -- Maha Abboud-Blanchard and Aline Robert MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching fast Teaching / Methodology fast Teaching / Philosophy fast Mathematik Philosophie Mathematics Study and teaching Teaching Methodology Teaching Philosophy Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Unterrichtsmethode (DE-588)4078637-7 gnd rswk-swf Lernen (DE-588)4035408-8 gnd rswk-swf Mathematikunterricht (DE-588)4037949-8 s Unterrichtsmethode (DE-588)4078637-7 s Lernen (DE-588)4035408-8 s 1\p DE-604 Vandebrouck, Fabrice edt Erscheint auch als Druck-Ausgabe Mathematics classrooms http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=639506 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Mathematics classrooms students' activities and teachers' practices With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Paris, Aurlie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac. This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education Theory of activity and developmental frameworks for an analysis of teachers' practices and students' learning Why and how to understand what is at stake in a mathematics class Diversity, variability and commonalities among teaching practices Stability of practices: what 8th and 9th grade students with the same teacher do during a geometry class period? The case of textbooks in mathematics teaching Teaching practices and student learning: a case study The study of a scenario and its implementation in the classes of two different teachers: comparison of in-class events and the effects on the work of students in exams Student activities with e-exercise bases Teachers' practices using e-exercise bases in their classrooms Teachers' activity in dynamic geometry environments: comparison with a session in traditional environments Qualitative and quantitative studies about mathematics teachers in France Strategies for training mathematics teachers. The first step: training the teachers MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching fast Teaching / Methodology fast Teaching / Philosophy fast Mathematik Philosophie Mathematics Study and teaching Teaching Methodology Teaching Philosophy Mathematikunterricht (DE-588)4037949-8 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Lernen (DE-588)4035408-8 gnd |
| subject_GND | (DE-588)4037949-8 (DE-588)4078637-7 (DE-588)4035408-8 |
| title | Mathematics classrooms students' activities and teachers' practices |
| title_alt | Theory of activity and developmental frameworks for an analysis of teachers' practices and students' learning Why and how to understand what is at stake in a mathematics class Diversity, variability and commonalities among teaching practices Stability of practices: what 8th and 9th grade students with the same teacher do during a geometry class period? The case of textbooks in mathematics teaching Teaching practices and student learning: a case study The study of a scenario and its implementation in the classes of two different teachers: comparison of in-class events and the effects on the work of students in exams Student activities with e-exercise bases Teachers' practices using e-exercise bases in their classrooms Teachers' activity in dynamic geometry environments: comparison with a session in traditional environments Qualitative and quantitative studies about mathematics teachers in France Strategies for training mathematics teachers. The first step: training the teachers |
| title_auth | Mathematics classrooms students' activities and teachers' practices |
| title_exact_search | Mathematics classrooms students' activities and teachers' practices |
| title_full | Mathematics classrooms students' activities and teachers' practices edited by Fabrice Vandebrouck |
| title_fullStr | Mathematics classrooms students' activities and teachers' practices edited by Fabrice Vandebrouck |
| title_full_unstemmed | Mathematics classrooms students' activities and teachers' practices edited by Fabrice Vandebrouck |
| title_short | Mathematics classrooms |
| title_sort | mathematics classrooms students activities and teachers practices |
| title_sub | students' activities and teachers' practices |
| topic | MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching fast Teaching / Methodology fast Teaching / Philosophy fast Mathematik Philosophie Mathematics Study and teaching Teaching Methodology Teaching Philosophy Mathematikunterricht (DE-588)4037949-8 gnd Unterrichtsmethode (DE-588)4078637-7 gnd Lernen (DE-588)4035408-8 gnd |
| topic_facet | MATHEMATICS / Essays MATHEMATICS / Pre-Calculus MATHEMATICS / Reference Mathematics / Study and teaching Teaching / Methodology Teaching / Philosophy Mathematik Philosophie Mathematics Study and teaching Teaching Methodology Teaching Philosophy Mathematikunterricht Unterrichtsmethode Lernen |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=639506 |
| work_keys_str_mv | AT vandebrouckfabrice mathematicsclassroomsstudentsactivitiesandteacherspractices |