Bøger af Paul Ernest

Are you drowning beneath the weight of your thoughts, trapped in an endless cycle of overthinking? Do uncertainty and worry rule your thoughts, making it difficult for you to make decisions and leaving you feeling anxious and stuck? Time to set yourself free.In "Breaking Free from the Chains of Overthinking" by Paul Ernest, you'll embark on a trans formative journey to regain control of your mind and rediscover the joy of a balanced, peaceful life. This comprehensive guide dives deep into the roots of overthinking, unravels its insidious effects on your mental and emotional well-being, and equips you with practical strategies to overcome this common affliction.Learn how worrying too much can lead to anxiety, perfectionism, and traumatic experiences in the past. Find out how over analyzing harms your ability to make decisions, causes problems in your relationships, and has an adverse effect on your physical health. This book gives you a road map for calming your racing thoughts, lowering your stress level, and leading a more confident and clear life.Explore the art of mindfulness, meditation, and self-compassion as effective tools for calming the overactive mind. Delve into practical exercises that help you unlock your creative potential, cultivate emotional intelligence, and build resilience against the chains of overthinking. You'll find insights on improving your sleep, parenting with confidence, and navigating your professional life with ease.Don't let your over analysis of the situation hold you back. Release yourself from its hold and welcome a future full of possibilities, calm, and a revitalized love for life.Paul Ernest's book "Breaking Free from the Chains of Overthinking" gives you the tools to change your thinking. Set out on the path to mental freedom right now.

Although many agree that all teaching rests on a theory of knowledge, this is an in-depth exploration of the philosophy of mathematics for education, building on the work of Lakatos and Wittgenstein.

Although many agree that all teaching rests on a theory of knowledge, this is an in-depth exploration of the philosophy of mathematics for education. Building on the work of Lakatos and Wittgenstein, it challenges the notion that mathematical knowledge is absolute.

This book treats all the key issues concerning the teaching and learning of mathematics for students with special needs. It analyses the range of meanings given to the term special needs in mathematics. It analyses the concepts of intelligence and mathematical ability and the underlying concepts and theories. It devotes an extensive chapter to the diagnosis and remediation of specific learning difficulties in mathematics. An important issue is that of attitudes to mathematics, because low attainment is often associated with poor attitudes, and this is treated in depth. Another chapter focuses on the role of language, which is especially prominent in problems of dyslexia and dyscalculia and mathematics. High attainers and gifted and talented students in mathematics have their own special needs so that their unique talents can flourish, and there is an extensive treatment of students of these types. Lastly, the implications for the teaching of mathematics for students with special needs is considered. The penultimate chapter presents the most effective forms of mathematical pedagogy and curriculum modifications required to ensure success for all students.

This book overviews concepts, theories and research in the psychology of learning mathematics, including research methodologies. The organising framework is the classification of the central learning outcomes of school mathematics into facts, skills, conceptual structures, general strategies and appreciation. Each component is treated in one or two dedicated chapters. There is a chapter on theoretical and practical aspects of constructivist learning theory, and another on the mathematical processes, strategies, and thinking involved in mathematical problem solving, including meta-cognition. A further chapter treats attitudes to and the appreciation of mathematics. The last two chapters explore a theme that has emerged as important in the psychology of mathematics education in recent years, the impact of context, both task and social context. This concerns the cognitive and psychological significance of both the external representations and situated embodiments of mathematical ideas and tasks, and also their internal, mental representations. It also concerns the links between these two domains including theories of transfer of learning.

This survey provides a brief and selective overview of research in the philosophy of mathematics education. It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics.