Learning Experiences to Promote Mathematics Learning :: Yearbook 2014, Association of Mathematics Educators.
This sixth volume, in the series of yearbooks by the Association of Mathematics Educators in Singapore, entitled Learning Experiences to Promote Mathematics Learning is unique in that it focuses on a single theme in mathematics education. The objective is for teachers and researchers to advance the...
Gespeichert in:
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| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Singapore :
World Scientific Publishing Company,
2014.
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| Schriftenreihe: | Yearbook (Association of Mathematics Educators (Singapore)) ;
2014. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This sixth volume, in the series of yearbooks by the Association of Mathematics Educators in Singapore, entitled Learning Experiences to Promote Mathematics Learning is unique in that it focuses on a single theme in mathematics education. The objective is for teachers and researchers to advance the learning of mathematics through meaningful experiences. Several renowned international and Singapore scholars have published their work in this volume. The fourteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with in their own classroo. |
| Beschreibung: | 3.1 Purpose of study. |
| Beschreibung: | 1 online resource (309 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789814612920 9814612928 |
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| 245 | 1 | 0 | |a Learning Experiences to Promote Mathematics Learning : |b Yearbook 2014, Association of Mathematics Educators. |
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| 505 | 0 | |a Chapter 1 It Matters How Students Learn Mathematics; 1 Introduction; 2 Learning Experiences in the Mathematics Syllabuses; 3 Fundamentals for Active and Motivated Learning; 4 Learning Experiences for Developing Mathematical Processes; 5 Use of ICT Tools for Learning; 6 Some Concluding Thoughts; References; Chapter 2 M_Crest: A Framework of Motivation to Learn Mathematics; 1 Introduction; 2 Motivation Theories; 3 The M_Crest Framework; 3.1 M = Meaningfulness; 3.2 C = Confidence; 3.3 R = Relevance; 3.4 E = Enjoyment; 3.5 S = Social relationships; 3.6 T = Targets (goals). | |
| 505 | 8 | |a 3.7 A Combination of Motivators4 Teacher Research into Motivation to Learn; 5 Conclusion; References; Chapter 3 Designing Learning Experiences for Effective Instruction in Secondary Mathematics; 1 Introduction; 2 Learning Experience; 3 Principles for Selecting Appropriate Learning Experiences; 3.1 Principle One; 3.2 Principle Two; 3.3 Principle Three; 3.4 Principle Four; 3.5 Principle Five; 4 Organization of Learning Experience; 4.1 Planning of learning experience: An example of solving linear algebraic equations; 4.2 Overview of the planning of learning experience; 5 Conclusion; References. | |
| 505 | 8 | |a Chapter 4 Providing Students' Authentic Learning Experience through 3D Printing Technology1 Introduction; 2 Authentic Learning Experience; 2.1 What is authentic learning?; 2.2 Why is authentic learning important in the mathematics classroom?; 3 3D Printing Technology; 3.1 What is three-dimensional (3D) printing?; 3.2 What are the benefits and difficulties of using 3D printer in a mathematics class?; 3.3 How does 3D printing technology support an authentic learning experience?; 4 The Project of Restoring Cultural Artefacts; 4.1 Phase 1 exploring Jeulmun pottery. | |
| 505 | 8 | |a 4.2 Phase 2 Reproducing Jeulmun pottery with 3D printing technology4.3 Designing an authentic learning environment; 5 Conclusion; 5.1 What did students experience in terms of learning?; 5.2 Going further; Acknowledgement; References; Chapter 5 What do Teachers Need to Know to Teach Secondary Mathematics; 1 Introduction; 2 Mathematics Content Knowledge; 3 Pedagogical Content Knowledge; 4 The CEMENT Project; 4.1 The survey; 4.2 Participants; 5 Examples of Content Knowledge Items; 6 Examples of Pedagogical Content Knowledge Items; 7 Using the Items in Professional Learning; 8 Conclusion. | |
| 505 | 8 | |a AcknowledgementReferences; Chapter 6 Defining, Extending, and Creating: Key Experiences in Mathematics; 1 Introduction; 2 Examining and Creating Definitions in Doing Mathematics; 3 Defining, Extending, and Creating: An Example; 3.1 Students; 3.2 Procedure; 3.3 Teacher's roles; 3.4 Tasks; 3.5 Results; 3.6 An overview of students' problem solving: Session 8 with Pair II; 4 Understanding the Nature of Definitions in Mathematics; 5 Final Remarks; References; Chapter 7 Teaching for Abstraction through Mathematical Learning Experiences; 1 Introduction; 2 Teaching for Abstraction; 3 This Study. | |
| 500 | |a 3.1 Purpose of study. | ||
| 520 | |a This sixth volume, in the series of yearbooks by the Association of Mathematics Educators in Singapore, entitled Learning Experiences to Promote Mathematics Learning is unique in that it focuses on a single theme in mathematics education. The objective is for teachers and researchers to advance the learning of mathematics through meaningful experiences. Several renowned international and Singapore scholars have published their work in this volume. The fourteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with in their own classroo. | ||
| 504 | |a Includes bibliographical references. | ||
| 650 | 0 | |a Mathematics |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85082157 | |
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| 700 | 1 | |a Toh, Tin Lam. | |
| 700 | 1 | |a Kaur, Berinderjeet. | |
| 776 | 0 | 8 | |i Print version: |a Toh, Pee Choon. |t Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. |d Singapore : World Scientific Publishing Company, ©2014 |z 9789814612906 |
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| contents | Chapter 1 It Matters How Students Learn Mathematics; 1 Introduction; 2 Learning Experiences in the Mathematics Syllabuses; 3 Fundamentals for Active and Motivated Learning; 4 Learning Experiences for Developing Mathematical Processes; 5 Use of ICT Tools for Learning; 6 Some Concluding Thoughts; References; Chapter 2 M_Crest: A Framework of Motivation to Learn Mathematics; 1 Introduction; 2 Motivation Theories; 3 The M_Crest Framework; 3.1 M = Meaningfulness; 3.2 C = Confidence; 3.3 R = Relevance; 3.4 E = Enjoyment; 3.5 S = Social relationships; 3.6 T = Targets (goals). 3.7 A Combination of Motivators4 Teacher Research into Motivation to Learn; 5 Conclusion; References; Chapter 3 Designing Learning Experiences for Effective Instruction in Secondary Mathematics; 1 Introduction; 2 Learning Experience; 3 Principles for Selecting Appropriate Learning Experiences; 3.1 Principle One; 3.2 Principle Two; 3.3 Principle Three; 3.4 Principle Four; 3.5 Principle Five; 4 Organization of Learning Experience; 4.1 Planning of learning experience: An example of solving linear algebraic equations; 4.2 Overview of the planning of learning experience; 5 Conclusion; References. Chapter 4 Providing Students' Authentic Learning Experience through 3D Printing Technology1 Introduction; 2 Authentic Learning Experience; 2.1 What is authentic learning?; 2.2 Why is authentic learning important in the mathematics classroom?; 3 3D Printing Technology; 3.1 What is three-dimensional (3D) printing?; 3.2 What are the benefits and difficulties of using 3D printer in a mathematics class?; 3.3 How does 3D printing technology support an authentic learning experience?; 4 The Project of Restoring Cultural Artefacts; 4.1 Phase 1 exploring Jeulmun pottery. 4.2 Phase 2 Reproducing Jeulmun pottery with 3D printing technology4.3 Designing an authentic learning environment; 5 Conclusion; 5.1 What did students experience in terms of learning?; 5.2 Going further; Acknowledgement; References; Chapter 5 What do Teachers Need to Know to Teach Secondary Mathematics; 1 Introduction; 2 Mathematics Content Knowledge; 3 Pedagogical Content Knowledge; 4 The CEMENT Project; 4.1 The survey; 4.2 Participants; 5 Examples of Content Knowledge Items; 6 Examples of Pedagogical Content Knowledge Items; 7 Using the Items in Professional Learning; 8 Conclusion. AcknowledgementReferences; Chapter 6 Defining, Extending, and Creating: Key Experiences in Mathematics; 1 Introduction; 2 Examining and Creating Definitions in Doing Mathematics; 3 Defining, Extending, and Creating: An Example; 3.1 Students; 3.2 Procedure; 3.3 Teacher's roles; 3.4 Tasks; 3.5 Results; 3.6 An overview of students' problem solving: Session 8 with Pair II; 4 Understanding the Nature of Definitions in Mathematics; 5 Final Remarks; References; Chapter 7 Teaching for Abstraction through Mathematical Learning Experiences; 1 Introduction; 2 Teaching for Abstraction; 3 This Study. |
| ctrlnum | (OCoLC)883570465 |
| 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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| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:22:06Z |
| institution | BVB |
| isbn | 9789814612920 9814612928 |
| language | English |
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| series | Yearbook (Association of Mathematics Educators (Singapore)) ; |
| series2 | Yearbook ; |
| spelling | Toh, Pee Choon. Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. Singapore : World Scientific Publishing Company, 2014. 1 online resource (309 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Yearbook ; 2014 Print version record. Chapter 1 It Matters How Students Learn Mathematics; 1 Introduction; 2 Learning Experiences in the Mathematics Syllabuses; 3 Fundamentals for Active and Motivated Learning; 4 Learning Experiences for Developing Mathematical Processes; 5 Use of ICT Tools for Learning; 6 Some Concluding Thoughts; References; Chapter 2 M_Crest: A Framework of Motivation to Learn Mathematics; 1 Introduction; 2 Motivation Theories; 3 The M_Crest Framework; 3.1 M = Meaningfulness; 3.2 C = Confidence; 3.3 R = Relevance; 3.4 E = Enjoyment; 3.5 S = Social relationships; 3.6 T = Targets (goals). 3.7 A Combination of Motivators4 Teacher Research into Motivation to Learn; 5 Conclusion; References; Chapter 3 Designing Learning Experiences for Effective Instruction in Secondary Mathematics; 1 Introduction; 2 Learning Experience; 3 Principles for Selecting Appropriate Learning Experiences; 3.1 Principle One; 3.2 Principle Two; 3.3 Principle Three; 3.4 Principle Four; 3.5 Principle Five; 4 Organization of Learning Experience; 4.1 Planning of learning experience: An example of solving linear algebraic equations; 4.2 Overview of the planning of learning experience; 5 Conclusion; References. Chapter 4 Providing Students' Authentic Learning Experience through 3D Printing Technology1 Introduction; 2 Authentic Learning Experience; 2.1 What is authentic learning?; 2.2 Why is authentic learning important in the mathematics classroom?; 3 3D Printing Technology; 3.1 What is three-dimensional (3D) printing?; 3.2 What are the benefits and difficulties of using 3D printer in a mathematics class?; 3.3 How does 3D printing technology support an authentic learning experience?; 4 The Project of Restoring Cultural Artefacts; 4.1 Phase 1 exploring Jeulmun pottery. 4.2 Phase 2 Reproducing Jeulmun pottery with 3D printing technology4.3 Designing an authentic learning environment; 5 Conclusion; 5.1 What did students experience in terms of learning?; 5.2 Going further; Acknowledgement; References; Chapter 5 What do Teachers Need to Know to Teach Secondary Mathematics; 1 Introduction; 2 Mathematics Content Knowledge; 3 Pedagogical Content Knowledge; 4 The CEMENT Project; 4.1 The survey; 4.2 Participants; 5 Examples of Content Knowledge Items; 6 Examples of Pedagogical Content Knowledge Items; 7 Using the Items in Professional Learning; 8 Conclusion. AcknowledgementReferences; Chapter 6 Defining, Extending, and Creating: Key Experiences in Mathematics; 1 Introduction; 2 Examining and Creating Definitions in Doing Mathematics; 3 Defining, Extending, and Creating: An Example; 3.1 Students; 3.2 Procedure; 3.3 Teacher's roles; 3.4 Tasks; 3.5 Results; 3.6 An overview of students' problem solving: Session 8 with Pair II; 4 Understanding the Nature of Definitions in Mathematics; 5 Final Remarks; References; Chapter 7 Teaching for Abstraction through Mathematical Learning Experiences; 1 Introduction; 2 Teaching for Abstraction; 3 This Study. 3.1 Purpose of study. This sixth volume, in the series of yearbooks by the Association of Mathematics Educators in Singapore, entitled Learning Experiences to Promote Mathematics Learning is unique in that it focuses on a single theme in mathematics education. The objective is for teachers and researchers to advance the learning of mathematics through meaningful experiences. Several renowned international and Singapore scholars have published their work in this volume. The fourteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with in their own classroo. Includes bibliographical references. Mathematics Study and teaching. http://id.loc.gov/authorities/subjects/sh85082157 Mathématiques Étude et enseignement. MATHEMATICS Essays. bisacsh MATHEMATICS Pre-Calculus. bisacsh MATHEMATICS Reference. bisacsh Mathematics Study and teaching fast Toh, Tin Lam. Kaur, Berinderjeet. Print version: Toh, Pee Choon. Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. Singapore : World Scientific Publishing Company, ©2014 9789814612906 Yearbook (Association of Mathematics Educators (Singapore)) ; 2014. http://id.loc.gov/authorities/names/no2012013804 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=810394 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=810394 Volltext |
| spellingShingle | Toh, Pee Choon Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. Yearbook (Association of Mathematics Educators (Singapore)) ; Chapter 1 It Matters How Students Learn Mathematics; 1 Introduction; 2 Learning Experiences in the Mathematics Syllabuses; 3 Fundamentals for Active and Motivated Learning; 4 Learning Experiences for Developing Mathematical Processes; 5 Use of ICT Tools for Learning; 6 Some Concluding Thoughts; References; Chapter 2 M_Crest: A Framework of Motivation to Learn Mathematics; 1 Introduction; 2 Motivation Theories; 3 The M_Crest Framework; 3.1 M = Meaningfulness; 3.2 C = Confidence; 3.3 R = Relevance; 3.4 E = Enjoyment; 3.5 S = Social relationships; 3.6 T = Targets (goals). 3.7 A Combination of Motivators4 Teacher Research into Motivation to Learn; 5 Conclusion; References; Chapter 3 Designing Learning Experiences for Effective Instruction in Secondary Mathematics; 1 Introduction; 2 Learning Experience; 3 Principles for Selecting Appropriate Learning Experiences; 3.1 Principle One; 3.2 Principle Two; 3.3 Principle Three; 3.4 Principle Four; 3.5 Principle Five; 4 Organization of Learning Experience; 4.1 Planning of learning experience: An example of solving linear algebraic equations; 4.2 Overview of the planning of learning experience; 5 Conclusion; References. Chapter 4 Providing Students' Authentic Learning Experience through 3D Printing Technology1 Introduction; 2 Authentic Learning Experience; 2.1 What is authentic learning?; 2.2 Why is authentic learning important in the mathematics classroom?; 3 3D Printing Technology; 3.1 What is three-dimensional (3D) printing?; 3.2 What are the benefits and difficulties of using 3D printer in a mathematics class?; 3.3 How does 3D printing technology support an authentic learning experience?; 4 The Project of Restoring Cultural Artefacts; 4.1 Phase 1 exploring Jeulmun pottery. 4.2 Phase 2 Reproducing Jeulmun pottery with 3D printing technology4.3 Designing an authentic learning environment; 5 Conclusion; 5.1 What did students experience in terms of learning?; 5.2 Going further; Acknowledgement; References; Chapter 5 What do Teachers Need to Know to Teach Secondary Mathematics; 1 Introduction; 2 Mathematics Content Knowledge; 3 Pedagogical Content Knowledge; 4 The CEMENT Project; 4.1 The survey; 4.2 Participants; 5 Examples of Content Knowledge Items; 6 Examples of Pedagogical Content Knowledge Items; 7 Using the Items in Professional Learning; 8 Conclusion. AcknowledgementReferences; Chapter 6 Defining, Extending, and Creating: Key Experiences in Mathematics; 1 Introduction; 2 Examining and Creating Definitions in Doing Mathematics; 3 Defining, Extending, and Creating: An Example; 3.1 Students; 3.2 Procedure; 3.3 Teacher's roles; 3.4 Tasks; 3.5 Results; 3.6 An overview of students' problem solving: Session 8 with Pair II; 4 Understanding the Nature of Definitions in Mathematics; 5 Final Remarks; References; Chapter 7 Teaching for Abstraction through Mathematical Learning Experiences; 1 Introduction; 2 Teaching for Abstraction; 3 This Study. Mathematics Study and teaching. http://id.loc.gov/authorities/subjects/sh85082157 Mathématiques Étude et enseignement. MATHEMATICS Essays. bisacsh MATHEMATICS Pre-Calculus. bisacsh MATHEMATICS Reference. bisacsh Mathematics Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85082157 |
| title | Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. |
| title_auth | Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. |
| title_exact_search | Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. |
| title_full | Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. |
| title_fullStr | Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. |
| title_full_unstemmed | Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators. |
| title_short | Learning Experiences to Promote Mathematics Learning : |
| title_sort | learning experiences to promote mathematics learning yearbook 2014 association of mathematics educators |
| title_sub | Yearbook 2014, Association of Mathematics Educators. |
| topic | Mathematics Study and teaching. http://id.loc.gov/authorities/subjects/sh85082157 Mathématiques Étude et enseignement. MATHEMATICS Essays. bisacsh MATHEMATICS Pre-Calculus. bisacsh MATHEMATICS Reference. bisacsh Mathematics Study and teaching fast |
| topic_facet | Mathematics Study and teaching. Mathématiques Étude et enseignement. MATHEMATICS Essays. MATHEMATICS Pre-Calculus. MATHEMATICS Reference. Mathematics Study and teaching |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=810394 |
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