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999 _c97837
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001 978-3-319-73253-4
003 DE-He213
005 20191024132058.0
007 cr nn 008mamaa
008 180213s2018 gw | s |||| 0|eng d
020 _a9783319732534
024 7 _a10.1007/978-3-319-73253-4
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
245 1 0 _aResearch on Mathematics Textbooks and Teachers’ Resources
_h[electronic resource] :
_bAdvances and Issues /
_cedited by Lianghuo Fan, Luc Trouche, Chunxia Qi, Sebastian Rezat, Jana Visnovska.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXXIII, 377 p. 50 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aICME-13 Monographs,
_x2520-8322
505 0 _aIntroduction -- Section 1 Trends in presentation of mathematics in textbooks and other resources -- Chapter 1. Open educational resources: a chance for opening mathematics teachers’ resource systems? -- Chapter 2. Textbooks used by teachers in junior high school in relation to their role -- Chapter 3. A comparative study on the presentation of geometric proof in secondary mathematics textbooks in China, Indonesia and Saudi Arabia -- Section 2 Teacher interactions with curricular and other learning resources -- Chapter 4. Examining Teachers’ Interactions with Curriculum Resource to Uncover Pedagogical Design Capacity -- Chapter 5. Disaggregating a Mathematics Teacher's Pedagogical Design Capacity -- Chapter 6. Teachers' selection of resources in an era of plenty: An interview study with secondary mathematics teachers in England -- Chapter 7. Teachers as designers of digital educational resources for creative mathematical thinking -- Section 3 Teachers' collective work through resources -- Chapter 8. Curriculum support for teachers’ negotiation of meaning: A Collective Perspective -- Chapter 9. Mathematics teachers’ expertise in resources work and its development in collectives. A French and a Chinese Cases -- Chapter 10. Studying the role of context in social creativity for the design of digital resources -- Chapter 11. Uses of online trajectories and documentational trajectories: the case of Sésamath -- Section 4 Teachers and students interactions through resources -- Chapter 12. Instructional activity and student interaction with digital resources -- Chapter 13. Resourcing teachers in transition to plan for interactions with students' ideas -- Chapter 14. Prospective Teachers’ Interactions with Interactive Diagrams: Semiotic Tools, Challenges and Well-trodden Paths -- Chapter 15. Teacher Decisions on lesson Sequence and their impact on opportunities for students to learn -- Section 5 Concluding remarks -- Chapter 16. Present research on mathematics textbooks and teachers’ resources in ICME: conclusion and perspectives -- Chapter 17. A global rereading of the book (exact title to be decided) -- About the contributing authors -- Index.
520 _aThis book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level. As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning? How does the digitalization of information and communication affect these roles? What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks? As for the teachers, the book discusses the relationships between teachers’ individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials? What are the relationships between resource designers and users? What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development? As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students’ use and the design of resources? How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics?
650 0 _aMathematics.
650 0 _aStudy Skills.
650 0 _aEducation.
650 1 4 _aMathematics Education.
_0http://scigraph.springernature.com/things/product-market-codes/O25000
650 2 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
650 2 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
650 2 4 _aStudy and Learning Skills.
_0http://scigraph.springernature.com/things/product-market-codes/O53010
650 2 4 _aEducational Technology.
_0http://scigraph.springernature.com/things/product-market-codes/O21000
700 1 _aFan, Lianghuo.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aTrouche, Luc.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aQi, Chunxia.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aRezat, Sebastian.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aVisnovska, Jana.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319732527
776 0 8 _iPrinted edition:
_z9783319732541
776 0 8 _iPrinted edition:
_z9783319892450
830 0 _aICME-13 Monographs,
_x2520-8322
856 4 0 _uhttps://doi.org/10.1007/978-3-319-73253-4
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK