Research Studies on Learning and Teaching of Mathematics

ISBN-13: 9783031354588 / Angielski / Twarda / 2023

Opis

This book is about promising research advancements that sparked directly or indirectly from intellectual contributions by distinguished internationally recognized mathematics educator and researcher, Edward A. Silver. The features of this book include:

• A focus on the research areas that have benefited from Dr. Silver’s intellectual contributions and influence, such as designing instructional tasks, problem posing, problem solving, preservice teacher learning, in service teacher professional development, and mathematics assessment
• Chapters written by contributors who at one time were his doctoral or post-doctoral colleagues along with any invited co-authors
• A brief bio of Dr. Silver showing his intellectual journey, key milestones in his career, and scholarly accomplishments that sparked from his intellectual contributions

Spis treści

Preface, Editors of the Volume.

Chapter 1. Mathematical Tasks: A Lasting Legacy of the QUASAR Project, Margaret Smith and Mary Kay Stein, University of Pittsburgh, USA

Chapter 2. Looking at Mathematical Tasks from the Perspective of Aesthetics, Cengiz Alacaci and Bulent Cetinkaya, University of Agder, Norway and A. Kursat Erbas, Middle East Technical University, Ankara, Turkey

Chapter 3. To What Extent Are Open Problems Open? Roza Leiken and Sigal Klein, RANGE Center, University of Haifa, Israel

Chapter 4. Parental Involvement in Children’s Mathematical Learning: Why and How Parents Attend to Family Math Tasks, Shuk-kwan S. Leung, National Sun Yat-sen University, Taiwan

Chapter 5. Advances in Mathematical Problem Posing: Contributions of the Publication “On Mathematical Problem Posing” for Thirty Years, Jinfa Cai et. al, University of Delaware, USA

Chapter 6. The Researcher and the Practitioner: A Story of Building Bridges, Cathy G. Schloemer, Indiana (PA) Area Senior High School, USA

Chapter 7. Knowing and Researching Mathematics Instruction through a Cultural Lens, Yeping Li, Texas A&M University, USA, Meixia Ding, Temple University, USA, Rongjin Huang, Middle Tennessee State University, USA, Xiaobao Li, Widener University, USA

Chapter 8. A Critical Discourse Framework for Analyzing the Views About Mathematics Being Promoted by Mathematics Textbooks for Prospective Elementary Teachers, Leah N. Schilling-Stouffer, Longwood University, USA, Gabriel J. Stylianides, University of Oxford, UK

Chapter 9. From Teachers’ Math Tasks to Large-Scale Education Reform, Alison Castro Suprefine and Benjamin M. Superfine, University of Illinois at Chicago, USA

Chapter 10. Blending Approaches to Supporting Teacher Learning in a Job Embedded Professional Development, Hala Ghousseini, University of Wisconsin-Madison, USA, Elham Kazemi, University of Washington, Seattle, USA

Chapter 11. Revisiting the Mathematical Task Framework, Hui-Yu Hsu, National Tsing Hua University, Taiwan, R.O.C

Chapter 12. Challenging Mathematical Work: Working at the Intersection of Cognitively Challenging Tasks and Differentiation During Lesson Planning and Enactment, Charalambos Y. Charalambous, Department of Education, University of Cyprus, Sofia Aganthangelou and Nikos Papadouris, Cyprus Pedagogical Institute

Chapter 13. Teachers’ Implicit Beliefs and the Activation of Knowledge in Practice, Lawrence M. Clark, University of Maryland, USA

Chapter 14. “My Journey in Mathematics Education”: An In-depth Interview with Edward Silver, Editors of the Volume.

O autorze

Jinfa Cai is the Kathleen and David Hollowell Professor of Mathematics Education at the University of Delaware, and a Fellow of American Educational Research Association. He served as the Editor-in-Chief for the Journal for Research in Mathematics Education. He has also served as Program Director at the USA National Science Foundation. He was the Editor of the 2017 Compendium for Research in Mathematics Education. He has received several important awards, including the University of Delaware’s College of Arts and Sciences’ Outstanding Scholarship Award. He also received the Webber Award (honoring his significant contribution to the State of Delaware’s mathematics education). Recently, he has focused his research on mathematical problem posing.

Gabriel Stylianides is Professor of Mathematics Education at the University of Oxford and Fellow of Oxford’s Worcester College (UK). His research focuses on issues related to the meaningful engagement of students in fundamental mathematical practices. He has published 4 books and over 90 other articles in refereed journals, conference proceedings, or edited volumes. His research received support from the US National Science Foundation, the US Department of Education, the Education Endowment Foundation, the Spencer Foundation, and the John Fell Fund. He is currently an Editorial Board member of the Elementary School Journal, the Journal of Mathematical Behavior, the International Journal of Educational Research, and Asian Journal for Mathematics Education.

Patricia Ann Kenney had an atypical journey into the field of mathematics education. With a bachelor’s degree in English and a master’s degree in library (information) science, she started her career in 1974 as a university librarian. She returned to higher education to earn a second bachelor’s degree in mathematics (1981) and then a Ph.D. in mathematics education (1988). She did a post-doctoral fellowship under the tutelage of Dr. Edward A. Silver at the University of Pittsburgh (Pennsylvania, USA) Learning Research and Development Center (1990-92), and then worked with him for nearly 20 years in a variety of capacities, most of which involved writing articles and book chapters as well as editorial work on publications such as the Journal for Research in Mathematics Education, the National Council of Teachers of Mathematics National Assessment of Educational Progress interpretive reports, and the More Lessons Learned from Research series. These experiences allowed her to utilize her background in English, research, and mathematics to the benefit of those with whom she worked.