Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.
What We Owe Children
Author: Caleb Gattegno
Publisher: Educational Solutions
How do children learn? How are they taught? These are two fundamental questions in education. Caleb Gattegno provides a direct and lucid analysis, and concludes that much current teaching, far from feeding and developing the learning process, actually stifles it. Memory, for instance, the weakest of the mental powers available for intelligent use, is almost the only faculty to be exploited in the educational system, and holds little value in preparing a student for the future. Gattegno's answer is to show how learning and teaching can properly work together, what schools should achieve, and what parents have a right to expect.
Based on the 1987 International Commission on Mathematical Instruction conference, this volume comprises key papers on the role of mathematics in applied subjects.
This is the first complete English translation of Gottlob Frege's Grundgesetze der Arithmetik (originally published in two volumes, 1893 and 1903), with introduction and annotation. The importance of Frege's ideas within contemporary philosophy would be hard to exaggerate. He was, to allintents and purposes, the inventor of mathematical logic, and the influence exerted on modern philosophy of language and logic, and indeed on general epistemology, by the philosophical framework within which his technical contributions were conceived and developed has been so deep that he has astrong case to be regarded as the inventor of much of the agenda of modern analytical philosophy itself. Two of Frege's three principal books - the Begriffsschrift (1879) and Grundlagen der Arithmetik (1884) - have been available in English translation for many years, as have all the most important of his other, article-length writings. Grundgesetze was to have been the summit of Frege's life's work -a rigorous demonstration of how the fundamental laws of the classical pure mathematics of the natural and real numbers could be derived from principles which, in his view, were purely logical. A letter received from Bertrand Russell shortly before the publication of the second volume made Fregerealise that Axiom V of his system, governing identity for value-ranges, led to contradiction. But much of the main thrust of Frege's project can be salvaged. The continuing importance of the Grundgesetze lies not only in its bearing on issues in the foundations of mathematics but in its model of philosophical inquiry. Frege's ability to locate the essential questions, his integration of logical and philosophical analysis, and his rigorous approach tocriticism and argument in general are vividly in evidence in this, his most ambitious work.
Author: Svetoslav Savchev, Titu Andreescu
Problems illustrating important mathematical techniques with solutions and accompanying essays.
Like preludes, prefaces are usually composed last. Putting them in the front of the book is a feeble reflection of what, in the style of mathe matics treatises and textbooks, I usually call thf didactical inversion: to be fit to print, the way to the result should be the inverse of the order in which it was found; in particular the key definitions, which were the finishing touch to the structure, are put at the front. For many years I have contrasted the didactical inversion with the thought-experiment. It is true that you should not communicate your mathematics to other people in the way it occurred to you, but rather as it could have occurred to you if you had known then what you know now, and as it would occur to the student if his learning process is being guided. This in fact is the gist of the lesson Socrates taught Meno's slave. The thought-experi ment tries to find out how a student could re-invent what he is expected to learn. I said about the preface that it is a feeble reflection of the didactical inversion. Indeed, it is not a constituent part of the book. It can even be torn out. Yet it is useful. Firstly, to the reviewer who then need not read the whole work, and secondly to the author himself, who like the composer gets an opportunity to review the Leitmotivs of the book.
My Sister Sara
Author: Ruth Weiss
Based on a true tale, My Sister Sara begins in December 1948. The Leroux family stands on Cape Town's docks to welcome their newest member, a blonde, blue-eyed war orphan that patriotic Pa has "ordered" from Germany. The God-fearing clan falls in love with the bright four-year-old. Even stern Pa, an architect of Apartheid, is softened by the orphan's presence until a document arrives revealing a terrible secret. Everything changes. The truth must never come out. Pa swears the family to secrecy. Sara is fed and clothed but never shown affection again. And never told the reason why. Told through the eyes of her adoptive brother Jo, Sara's past underscores her present against the heinous backdrop of Apartheid in the 1950's and 60's. She must call on Anne Frank-like courage to resist her enemies, even those with the Leroux name, if she is to have any hope of finding her place in the world.
This document contains papers presented at the 19th annual conference of the Mathematics Education Research Group of Australasia. Topics of the presentations include learning research, mathematical representations, problem solving, strategic learning behaviors, algebraic thinking and learning environments, teaching and learning of algebra, assessment, disabilities, calculators, collective argumentation, teachers' beliefs and practice, primary mathematics, differential calculus, teachers' knowledge, trigonometry and geometry, professional development, issues in teaching, standardizing the curriculum, team writing, statistics, Newman error analysis, gender issues, Internet, transition to secondary mathematics, computers and technology, negative numbers, subtraction, aboriginal educators' views, graphics calculators, language, area, probability, word problems, classroom communication, mathematical investigations, ethics and morality, integrating science and mathematics concepts, students' attitudes, instructional computing, expository writing, mathematical autobiographies, problem posing, misconceptions, discussion-based teaching, the Riemann integral, diagrams for solving word problems, fairness and fractions in early childhood, children's probability judgments, phenomenology of writing-to-learn, teachers' beliefs about teaching behaviors, and linear programming. An author index and a subject index are also included. (JRH)
Alan Brown's Diary
Author: Frederick L. Wolf
Publisher: Ernst Klett Sprachen