Bøger i New ICMI Study Series serien

The present book, Cases of Assessment in Mathematics Education, is one of two studies resulting from an ICMI Study Conference on Assessment in Mathematics Education and Its Effects.

This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account.

Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education.

This book is the product of ICMI Study 22 Task Design in Mathematics Education. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson;

This book is one of the first to attempt a systematic in-depth analysis of assessment in mathematics education in most of its important aspects: it deals with assessment in mathematics education from historical, psychological, sociological, epistmological, ideological, and political perspectives.

The present book, Cases of Assessment in Mathematics Education, is one of two studies resulting from an ICMI Study Conference on Assessment in Mathematics Education and Its Effects.

Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education.

Kaye Stacey' Helen Chick' and Margaret Kendal The University of Melbourne' Australia Abstract: This section reports on the organisation' procedures' and publications of the ICMI Study' The Future of the Teaching and Learning of Algebra.

In the mid 1980s, the International Commission on Mathematical Instruction (ICMI) inaugurated a series of studies in mathematics education by comm- sioning one on the influence of technology and informatics on mathematics and its teaching.

In the mid 1980s, the International Commission on Mathematical Instruction (ICMI) inaugurated a series of studies in mathematics education by comm- sioning one on the influence of technology and informatics on mathematics and its teaching.

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.

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 REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by "education" and speak about the models and metaphors that are used when people talk, write, and act in the domain of education.

THE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by "education" and speak about the models and metaphors that are used when people talk, write, and act in the domain of education.

One important outcome of this study was the realization of the reasons for the difficulty of the questions that the study was posing, leading possibly to a set of other questions, better suited to the actual concerns and research practices of mathematics education researchers.

In recent years geometry seems to have lost large parts of its former central position in mathematics teaching in most countries. This book will be of particular interest to mathematics educators and mathematicians who are involved in the teaching of geometry at all educational levels, as well as to researchers in mathematics education.

This book is one of the first to attempt a systematic in-depth analysis of assessment in mathematics education in most of its important aspects: it deals with assessment in mathematics education from historical, psychological, sociological, epistmological, ideological, and political perspectives.

Kaye Stacey' Helen Chick' and Margaret Kendal The University of Melbourne' Australia Abstract: This section reports on the organisation' procedures' and publications of the ICMI Study' The Future of the Teaching and Learning of Algebra.

In recent years geometry seems to have lost large parts of its former central position in mathematics teaching in most countries. This book will be of particular interest to mathematics educators and mathematicians who are involved in the teaching of geometry at all educational levels, as well as to researchers in mathematics education.

*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK*One of the most significant tasks facing mathematics educators is to understand the role of mathematical reasoning and proving in mathematics teaching, so that its presence in instruction can be enhanced.

The book aims at showing the state-of-the-art in the field of modeling and applications in mathematics education. with the roles that applications and modeling may play in mathematics teaching, making mathematics more relevant for students.

This book examines multiple facets of language diversity and mathematics education. It features renowned authors from around the world and explores the learning and teaching of mathematics in contexts that include multilingual classrooms, indigenous education, teacher education, blind and deaf learners, new media and tertiary education.

This is a text that contains the latest in thinking and the best in practice. The book will be of special interest to academic mathematicians, mathematics educators, and educational researchers. It arose from the ICMI Study into the teaching and learning of mathematics at university level (initiated at the conference in Singapore, 1998).

The idea of the ICMI Study 13 is outlined as follows: Education in any social environment is influenced in many ways by the traditions of these environments. A study attempting a comparison between mathematics education in different traditions will be helpful to understanding this phenomenon.

The Professional Education and Development of Teachers of Mathematics is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.

This ground-breaking book investigates how the learning and teaching of mathematics can be improved through integrating the history of mathematics into all aspects of mathematics education: lessons, homework, texts, lectures, projects, assessment, and curricula.

The Professional Education and Development of Teachers of Mathematics is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.

This is a text that contains the latest in thinking and the best in practice. The book will be of special interest to academic mathematicians, mathematics educators, and educational researchers. It arose from the ICMI Study into the teaching and learning of mathematics at university level (initiated at the conference in Singapore, 1998).

The idea of the ICMI Study 13 is outlined as follows: Education in any social environment is influenced in many ways by the traditions of these environments. A study attempting a comparison between mathematics education in different traditions will be helpful to understanding this phenomenon.

The present book is the result of the reflection of many individuals in mathematics education on questions such as: Is mathematics education a science?