標(biāo)題: Titlebook: Diversity in Mathematics Education; Towards Inclusive Pr Alan Bishop,Hazel Tan,Tasos N Barkatsas Book 2015 Springer International Publishin [打印本頁(yè)] 作者: Goiter 時(shí)間: 2025-3-21 19:11
書(shū)目名稱Diversity in Mathematics Education影響因子(影響力)
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書(shū)目名稱Diversity in Mathematics Education網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱Diversity in Mathematics Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱Diversity in Mathematics Education被引頻次
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書(shū)目名稱Diversity in Mathematics Education讀者反饋
書(shū)目名稱Diversity in Mathematics Education讀者反饋學(xué)科排名
作者: Chronic 時(shí)間: 2025-3-21 20:42
Impact of Geographical Location on Student Achievement: Unpacking the Complexity of DiversityAustralia is taken as a case study. Geographical diversity around mathematical achievement is explored by synthesizing the evidence currently available and outlining some of the key contributing factors. Possible ways for enhancing greater inclusivity in mathematics classrooms across location are pr作者: Anecdote 時(shí)間: 2025-3-22 03:22
Gender and Technology: A Case of Graphics Calculators in the Singaporean Mathematics Curriculum Contethods helped them learn how to solve mathematics problems using the GC revealed that there may be gendered responses towards students’ perceived instructional methods used by teachers. The chapter concludes with some questions raised about gender and technology in mathematics education in the light作者: 色情 時(shí)間: 2025-3-22 07:06 作者: extract 時(shí)間: 2025-3-22 08:46
Maximising Opportunities in Mathematics for All Students: Addressing Within-School and Within-Class rted that suggest that ability grouping has minimal effect on learning outcomes overall but exacerbates inequality in outcomes. Yet it also seems that awareness of the potential threats in particular grouping practices helps to minimise those threats. Further, it is noted that all groups are mixed i作者: 手銬 時(shí)間: 2025-3-22 15:25
Book 2015sive approaches to curriculum and pedagogy – ones that take for granted the positive values of diversity. Several chapters report new research in this direction. .The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbo作者: 手銬 時(shí)間: 2025-3-22 17:29
Towards User-Centric Transport in Europe 3Australia is taken as a case study. Geographical diversity around mathematical achievement is explored by synthesizing the evidence currently available and outlining some of the key contributing factors. Possible ways for enhancing greater inclusivity in mathematics classrooms across location are pr作者: Arbitrary 時(shí)間: 2025-3-22 23:11 作者: 釘牢 時(shí)間: 2025-3-23 02:18 作者: DOSE 時(shí)間: 2025-3-23 06:18 作者: 亞當(dāng)心理陰影 時(shí)間: 2025-3-23 13:44
Book 2015ofiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematic作者: 小官 時(shí)間: 2025-3-23 17:43
Alejandro Medina-Aristizabal,Bart van Hoofeachers’ practice of labelling students as ‘disengaged’ is exposed as a self-fulfilling practice which effectively excludes them from the mainstream activities of the class. This chapter asks the question: Could a focus on inclusive approaches to the pedagogy change the engagement situation positively?作者: 上腭 時(shí)間: 2025-3-23 21:01 作者: Spinal-Tap 時(shí)間: 2025-3-23 23:55 作者: 伴隨而來(lái) 時(shí)間: 2025-3-24 03:09 作者: projectile 時(shí)間: 2025-3-24 07:26
Learners’ Preferred Mathematical Task Types: The Values Perspectivealuing of ‘challenge’, ‘easiness’ and ‘real life scenario’. It is proposed that this ‘rethinking’ into the way in which collected data might be analysed from the values perspective can potentially enrich our understanding of how we can better facilitate mathematics learning and teaching in schools.作者: Pruritus 時(shí)間: 2025-3-24 14:02 作者: grieve 時(shí)間: 2025-3-24 18:34
The Challenge of Reporting Research to Inform the Creation of Inclusive Mathematics Learning Environoners. In particular, there are advantages if researchers make explicit the nature of the mathematics they are hoping students will learn, the ways of offering advice to schools, the specific strategies the researchers might be suggesting, and acknowledging the new challenges that this strategies might themselves create.作者: COMA 時(shí)間: 2025-3-24 20:39
Commentary For Section 2: Inclusive Practices in Mathematics Teaching—The Need for Noticing and Prodtem, and shapes new general conditions for teaching and learning in classrooms, at schools, and at teacher education institutions. Having students with different backgrounds in language, ethnicity, religion, parents’ social status, etc., has to be taken into consideration seriously.作者: PLAYS 時(shí)間: 2025-3-25 02:00
Citizen-Centered Mobility Model of Cataloniaaluing of ‘challenge’, ‘easiness’ and ‘real life scenario’. It is proposed that this ‘rethinking’ into the way in which collected data might be analysed from the values perspective can potentially enrich our understanding of how we can better facilitate mathematics learning and teaching in schools.作者: Bricklayer 時(shí)間: 2025-3-25 05:43
Man Zhang,Shuya Zhang,Qichao Banacknowledge that mathematics classroom interactions represent sites of contestation and conflicts. We draw on available data to illustrate how teachers can value . meaningfully through a process called values alignment. Strategies include the harnessing of mutually held values as well as the re-prioritising of one’s own values.作者: 無(wú)法破譯 時(shí)間: 2025-3-25 08:52 作者: occult 時(shí)間: 2025-3-25 14:17 作者: 怪物 時(shí)間: 2025-3-25 16:50
Science in the Defence of Human Dignitys, may actually be reinforcing the framing of diversity as a difficult. It goes on to present alternative ways of thinking about curriculum, ways that embrace diversity so that it can support inclusiveness in mathematics classrooms and improve learning for all.作者: 遺傳 時(shí)間: 2025-3-25 23:01 作者: 尊敬 時(shí)間: 2025-3-26 01:41
https://doi.org/10.1007/978-3-030-94293-9d here provides clear pointers for where teachers need to target instruction for individual children. We propose that inclusive teaching practices are those that are matched to children’s individual patterns of difficulty and suggest how this may be achieved.作者: Onerous 時(shí)間: 2025-3-26 05:54 作者: Canary 時(shí)間: 2025-3-26 09:01
Commentary for Section 1: Linking Research and Practice in School Mathematicsoverpowering as it challenges readers to decide which of the large number of theories, if any, are most pertinent to their particular situations. I experienced a similar feeling as I read the articles in the special issue on equity of the . (Vol.?44, Number 1, January 2013).作者: 搏斗 時(shí)間: 2025-3-26 14:45 作者: ENNUI 時(shí)間: 2025-3-26 20:41
Ethics and the Challenges for Inclusive Mathematics Teachingethically problematic. If all students are to develop the capacities for moral reasoning and informed decision-making, and apply them in relevant contexts, we argue that teachers must create and actively foster learning experiences which stimulate ethical inquiry and discussion in contextualised mathematical problems.作者: optional 時(shí)間: 2025-3-26 23:06 作者: Ardent 時(shí)間: 2025-3-27 02:58 作者: 抵消 時(shí)間: 2025-3-27 08:58
Michael Abraham,Carolin Schr?deroners. In particular, there are advantages if researchers make explicit the nature of the mathematics they are hoping students will learn, the ways of offering advice to schools, the specific strategies the researchers might be suggesting, and acknowledging the new challenges that this strategies might themselves create.作者: blister 時(shí)間: 2025-3-27 12:02
https://doi.org/10.1007/978-3-030-94293-9tem, and shapes new general conditions for teaching and learning in classrooms, at schools, and at teacher education institutions. Having students with different backgrounds in language, ethnicity, religion, parents’ social status, etc., has to be taken into consideration seriously.作者: 喚起 時(shí)間: 2025-3-27 14:02
Michael Abraham,Carolin Schr?derquitable education outcomes. Further, it is argued that researchers can go beyond this to indicate ways that such factors can be addressed by practitioners. In particular, there are advantages if researchers make explicit the nature of the mathematics they are hoping students will learn, the ways of作者: 痛恨 時(shí)間: 2025-3-27 20:03
Citizen-Centered Mobility Model of Cataloniaf the tests, and what they can tell us about student performance. We reflect on whether we can rely on results from such tests to act as a catalyst for change, for dealing constructively with diversity, and enhancing social inclusion. By drawing on data from two countries, Australia and the USA, we 作者: Occupation 時(shí)間: 2025-3-28 02:01
Towards User-Centric Transport in Europe 3eds of their students. At this classroom level, much can be learnt from the research literature regarding the factors likely to enhance the engagement and achievement of students in mathematics. However, diversity can be conceptualized more broadly in ways that identify distinct gaps in the mathemat作者: ANTI 時(shí)間: 2025-3-28 03:22 作者: MENT 時(shí)間: 2025-3-28 08:33 作者: 易受騙 時(shí)間: 2025-3-28 13:10
Science in the Defence of Human Dignityale exclusion from English because of societal expectations can only be detrimental to the diversity and creativity of the nation’s future citizenry. In Australia, national achievement data indicate that males outperform females in mathematics, and females do better than males in English. Grade 12 h作者: 聯(lián)合 時(shí)間: 2025-3-28 17:37
A Self-Generating Order for Societyrsity, 2012) 597-page, edited volume, . Education: . In the introduction to that volume Forgasz and Rivera not only point to the super-abundance of theories and strategies which have been invoked in order to address issues concerned with equity in mathematics education, but also to difficulties in t作者: JAMB 時(shí)間: 2025-3-28 20:29 作者: Fraudulent 時(shí)間: 2025-3-29 01:05 作者: 喃喃而言 時(shí)間: 2025-3-29 03:04
Man Zhang,Shuya Zhang,Qichao Ban them to class. In this chapter, we emphasise the need for the valuing of . in ways which are inclusive and empowering to both teachers and their students. Yet, this is not about embracing the diverse perspectives and ideas all at the same time. Given the volitional nature of values and valuing, we 作者: 發(fā)電機(jī) 時(shí)間: 2025-3-29 09:12
https://doi.org/10.1007/978-3-030-94293-9ncreasing worldwide immigration. This growing diversity has a deep impact on our society in general. Of course, this also influences our education system, and shapes new general conditions for teaching and learning in classrooms, at schools, and at teacher education institutions. Having students wit作者: myriad 時(shí)間: 2025-3-29 14:10 作者: mercenary 時(shí)間: 2025-3-29 17:23 作者: set598 時(shí)間: 2025-3-29 21:56
Status of the Mexican Electricity Generationll-structured, relevant and balanced curriculum; school-based decisions on ways of addressing diversity; sustainable approaches to teaching improvement; access to high-quality resources that facilitate engagement of learners; policy frameworks that foster improvement rather than compliance; and comm作者: strdulate 時(shí)間: 2025-3-30 00:46
Nuclear Energy Economical Viabilityrising after reading the three chapters in this section. In the introduction to Chapter?1 (p.?3), Peter asks, “whether the goal of any recommendations for change is to improve the education of all students, without addressing the differences, or to find ways to reduce the differences between groups 作者: 擁護(hù) 時(shí)間: 2025-3-30 04:42
https://doi.org/10.1007/978-3-319-05978-5Diversity as a Positive Resource; Gender and Technology; Geographical Location and Student Achievement作者: 可耕種 時(shí)間: 2025-3-30 08:29 作者: conscience 時(shí)間: 2025-3-30 12:44 作者: hemoglobin 時(shí)間: 2025-3-30 19:20
Alan Bishop,Hazel Tan,Tasos N BarkatsasExamines diversity in mathematics education, including methods to enhance inclusivity.Includes multi-national perspectives on diversity and inclusivity in math education.Delves into classroom practice作者: 邊緣 時(shí)間: 2025-3-30 20:42
Mathematics Education Libraryhttp://image.papertrans.cn/e/image/282158.jpg作者: 刺耳 時(shí)間: 2025-3-31 01:56
The Challenge of Reporting Research to Inform the Creation of Inclusive Mathematics Learning Environquitable education outcomes. Further, it is argued that researchers can go beyond this to indicate ways that such factors can be addressed by practitioners. In particular, there are advantages if researchers make explicit the nature of the mathematics they are hoping students will learn, the ways of
