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This book explores the idea that mathematics educators and teachers are also problem solvers and learners, and as such they constantly experience mathematical and pedagogical disturbances. Accordingly, many original tasks and learning activities are results of personal mathematical and pedagogical disturbances of their designers, who then transpose these disturbances into learning opportunities for their students. This learning-transposition process is a cornerstone of mathematics teacher education as a lived, developing enterprise. Mathematical Encounters and Pedagogical Detours unfold the process and illustrate it by various examples. The book engages readers in original tasks, shares the results of task implementation and describes how these results inform the development of new tasks, which often intertwine mathematics and pedagogy. Most importantly, the book includes a dialogue between the authors based on the stories of their own learning, which triggers continuous exploration of learning opportunities for their students.
This book discusses the relationships between mathematical creativity and mathematical giftedness. It gathers the results of a literature review comprising all papers addressing mathematical creativity and giftedness presented at the International Congress on Mathematical Education (ICME) conferences since 2000. How can mathematical creativity contribute to children’s balanced development? What are the characteristics of mathematical giftedness in early ages? What about these characteristics at university level? What teaching strategies can enhance creative learning? How can young children’s mathematical promise be preserved and cultivated, preparing them for a variety of professions? These are some of the questions addressed by this book. The book offers, among others: analyses of substantial learning environments that promote creativity in mathematics lessons; discussions of a variety of strategies for posing and solving problems; investigations of students’ progress throughout their schooling; and examinations of technological tools and virtual resources meant to enhance learning with understanding. Multiple perspectives in the interdisciplinary fields of mathematical creativity and giftedness are developed to offer a springboard for further research. The theoretical and empirical studies included in the book offer a valuable resource for researchers, as well as for teachers of gifted students in specialized or inclusive settings, at various levels of education.
After visiting hundreds of museums across Alberta, Lianne McTavish chronicles some of the most challenging and unexpected sites where the idea of the museum is being reshaped. The concept of the visit as a “voluntary detour” encapsulates the way visitors travel along backroads to find small-town and rural museums, as well as the agreement to turn away from standard museum scripts when they arrive. Addressing themes of place, land, colonization, rurality, heritage, childhood, and play, McTavish reveals the museum visitor as multifaceted, with locals and tourists often interpreting museums very differently. Case studies include the World Famous Gopher Hole Museum, Fort Chipewyan Bicentennial Museum, Blackfoot Crossing Historical Park, and the Museum of Fear and Wonder. A key chapter analyzing sites devoted to resource extraction explores how these places promote settler colonial understandings of land use. By contrast, Indigenous museums and cultural centres defy colonial messages in displays that adapt and refuse conventional museum formats. Honouring local, rural, and Indigenous knowledge, Voluntary Detours enriches critical accounts of the past, present, and future of museums.
Build student success in math with the only comprehensive guide for developing math talent among advanced learners. The authors, nationally recognized math education experts, offer a focused look at educating gifted and talented students for success in math. More than just a guidebook for educators, this book offers a comprehensive approach to mathematics education for gifted students of elementary or middle school age. The authors provide concrete suggestions for identifying mathematically talented students, tools for instructional planning, and specific programming approaches. Developing Math Talent features topics such as strategies for identifying mathematically gifted learners, strategies for advocating for gifted children with math talent, how to design a systematic math education program for gifted students, specific curricula and materials that support success, and teaching strategies and approaches that encourage and challenge gifted learners.
This booklet documents our school district's collaborative inquiry project looking at how Reggio-inspired practices can inform and enhance primary mathematics teaching and learning.
This volume provides readers with a broad view on the variety of issues related to the educational research and practices in the field of Creativity in Mathematics and Mathematical Giftedness. The book explores (a) the relationship between creativity and giftedness; (b) empirical work with high ability (or gifted) students in the classroom and its implications for teaching mathematics; (c) interdisciplinary work which views creativity as a complex phenomena that cannot be understood from within the borders of disciplines, i.e., to present research and theorists from disciplines such as neuroscience and complexity theory; and (d) findings from psychology that pertain the creatively gifted students. As a whole, this volume brings together perspectives from mathematics educators, psychologists, neuroscientists, and teachers to present a collection of empirical, theoretical and philosophical works that address the complexity of mathematical creativity and giftedness, its origins, nature, nurture and ways forward. In keeping with the spirit of the series, the anthology substantially builds on previous ZDM volumes on interdisciplinarity (2009), creativity and giftedness (2013).
An undergraduate textbook devoted exclusively to relationships between mathematics and art, Viewpoints is ideally suited for math-for-liberal-arts courses and mathematics courses for fine arts majors. The textbook contains a wide variety of classroom-tested activities and problems, a series of essays by contemporary artists written especially for the book, and a plethora of pedagogical and learning opportunities for instructors and students. Viewpoints focuses on two mathematical areas: perspective related to drawing man-made forms and fractal geometry related to drawing natural forms. Investigating facets of the three-dimensional world in order to understand mathematical concepts behind the art, the textbook explores art topics including comic, anamorphic, and classical art, as well as photography, while presenting such mathematical ideas as proportion, ratio, self-similarity, exponents, and logarithms. Straightforward problems and rewarding solutions empower students to make accurate, sophisticated drawings. Personal essays and short biographies by contemporary artists are interspersed between chapters and are accompanied by images of their work. These fine artists--who include mathematicians and scientists--examine how mathematics influences their art. Accessible to students of all levels, Viewpoints encourages experimentation and collaboration, and captures the essence of artistic and mathematical creation and discovery. Classroom-tested activities and problem solving Accessible problems that move beyond regular art school curriculum Multiple solutions of varying difficulty and applicability Appropriate for students of all mathematics and art levels Original and exclusive essays by contemporary artists Forthcoming: Instructor's manual (available only to teachers)
This engaging open access book discusses how a values and valuing perspective can facilitate a more effective mathematics pedagogical experience, and allows readers to explore multiple applications of the values perspective across different education systems. It also clearly shows that teaching mathematics involves not only reasoning and feelings, but also students’ interactions with their cultural setting and each other. The book brings together the work of world leaders and new thinkers in mathematics educational research to improve the learning and teaching of mathematics. Addressing themes such as discovering hidden cultural values, a multicultural society and methodological issues in the investigation of values in mathematics, it stimulates readers to consider these topics in cross-cultural ways, and offers suggestions for research and classroom practice. It is a valuable resource for scholars of mathematics education, from early childhood through to higher education and an inspiring read for all mathematics teachers.
The papers by Jack Stenner included in this book document the technical details of an art and science of measurement that creates new entrepreneurial business opportunities. Jack brought theory, instruments, and data together in ways that are applicable not only in the context of a given test of reading or mathematics ability, but which more importantly catalyzed literacy and numeracy capital in new fungible expressions. Though Jack did not reflect in writing on the inferential, constructive processes in which he engaged, much can be learned by reviewing his work with his accomplishments in mind. A Foreword by Stenner's colleague and co-author on multiple works, William P. Fisher, Jr., provides key clues concerning (a) how Jack's understanding of measurement and its values aligns with social and historical studies of science and technology, and (b) how recent developments in collaborations of psychometricians and metrologists are building on and expanding Jack's accomplishments. ​This is an open access book.