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Provides a broad-based, reality-oriented, easy-to-comprehend approach to the topic. Materials are designed to take into account the wide range of backgrounds and knowledge of students. Emphasizes skill in carrying out various algorithms; developing and using mathematical properties, relationships, and proofs; applying mathematics in realistic situations; and representing concepts with graphs or other diagrams. Includes self-test exercises.
The fourth edition of this well-known text continues the mission of its predecessors âe" to help teachers link creativity research and theory to the everyday activities of classroom teaching. Part I (chs 1-5) includes information on models and theories of creativity, characteristics of creative people, and talent development. Part II (chapters 6-10) includes strategies explicitly designed to teach creative thinking, to weave creative thinking into content area instruction, and to organize basic classroom activities (grouping, lesson planning, assessment, motivation and classroom organization) in ways that support studentsâe(tm) creativity. Changes in this Edition: Improved Organization -- This edition has been reorganized from 8 to 10 chapters allowing the presentation of theoretical material in clearer, more manageable chunks. New Material âe" In addition to general updating, there are more examples involving middle and secondary school teaching, more examples linking creativity to technology, new information on the misdiagnosis of creative students as ADHD, and more material on cross-cultural concepts of creativity, collaborative creativity, and linking creativity to state standards. Pedagogy & Design âe" Chapter-opening vignettes, within-chapter reflection questions and activities, sample lesson ideas from real teachers, and end-of-chapter journaling activities help readers adapt content to their own teaching situations. Also, a larger trim makes the layout more open and appealing and a single end-of-book reference section makes referencing easier. Targeted specifically to educators (but useful to others), this book is suitable for any course that deals wholly or partly with creativity in teaching, teaching the gifted and talented, or teaching thinking and problem solving. Such courses are variously found in departments of special education, early childhood education, curriculum and instruction, or educational psychology.
“What is important for citizens to know and be able to do?” The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills. As more countries join its ranks, PISA ...
UNESCO issued this publication to demystify the concept of open access (OA) and to provide concrete steps on putting relevant policies in place. Its focus is on scientific research from peer-reviewed journal articles. Building capacities in Member States for Open Access is a necessary but not sufficient condition for promotion of the concept. Creating an enabling policy environment for OA is therefore a priority. This publication will serve the needs of OA policy development at the government, institutional and funding agency level. The overall objective of the Policy Guidelines is to promote Open Access in Member States by facilitating understanding of all relevant issues related to Open Access. The guidelines are not prescriptive in nature, but are suggestive to facilitate knowledge-based decision-making to adopt OA policies and strengthen national research systems.
Discussions of class make many Americans uncomfortable. This accessible book makes class visible in everyday life. Solely identifying political and economic inequalities between classes offers an incomplete picture of class dynamics in America, and may not connect with people's lived experiences. In Reading Classes, Barbara Jensen explores the anguish caused by class in our society, identifying classism—or anti–working class prejudice—as a central factor in the reproduction of inequality in America. Giving voice to the experiences and inner lives of working-class people, Jensen—a community and counseling psychologist—provides an in-depth, psychologically informed examination of how class in America is created and re-created through culture, with an emphasis on how working- and middle-class cultures differ and conflict. This book is unique in its claim that working-class cultures have positive qualities that serve to keep members within them, and that can haunt those who leave them behind. Through both autobiographical reflections on her dual citizenship in the working class and middle class and the life stories of students, clients, and relatives, Jensen brings into focus the clash between the realities of working-class life and middle-class expectations for working-class people. Focusing on education, she finds that at every point in their personal development and educational history, working-class children are misunderstood, ignored, or disrespected by middle-class teachers and administrators. Education, while often hailed as a way to "cross classes," brings with it its own set of conflicts and internal struggles. These problems can lead to a divided self, resulting in alienation and suffering for the upwardly mobile student. Jensen suggests how to increase awareness of the value of working-class cultures to a truly inclusive American society at personal, professional, and societal levels.
This book presents current perspectives on theoretical and empirical issues related to the teaching and learning of geometry at secondary schools. It contains chapters contributing to three main areas. A first set of chapters examines mathematical, epistemological, and curricular perspectives. A second set of chapters presents studies on geometry instruction and teacher knowledge, and a third set of chapters offers studies on geometry thinking and learning. Specific research topics addressed also include teaching practice, learning trajectories, learning difficulties, technological resources, instructional design, assessments, textbook analyses, and teacher education in geometry. Geometry remains an essential and critical topic in school mathematics. As they learn geometry, students develop essential mathematical thinking and visualization skills and learn a language that helps them relate to and interact with the physical world. Geometry has traditionally been included as a subject of study in secondary mathematics curricula, but it has also featured as a resource in out-of-school problem solving, and has been connected to various human activities such as sports, games, and artwork. Furthermore, geometry often plays a role in teacher preparation, undergraduate mathematics, and at the workplace. New technologies, including dynamic geometry software, computer-assisted design software, and geometric positioning systems, have provided more resources for teachers to design environments and tasks in which students can learn and use geometry. In this context, research on the teaching and learning of geometry will continue to be a key element on the research agendas of mathematics educators, as researchers continue to look for ways to enhance student learning and to understand student thinking and teachers’ decision making.