Platinum Mathematics
Author | : Lorrainne Bowie |
Publisher | : |
Total Pages | : 291 |
Release | : 2011 |
Genre | : Mathematics |
ISBN | : 9780636141407 |
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Author | : Lorrainne Bowie |
Publisher | : |
Total Pages | : 291 |
Release | : 2011 |
Genre | : Mathematics |
ISBN | : 9780636141407 |
Author | : |
Publisher | : Pearson South Africa |
Total Pages | : 300 |
Release | : 2006 |
Genre | : Human physiology |
ISBN | : 9781868913787 |
Author | : Jill Adler |
Publisher | : Routledge |
Total Pages | : 296 |
Release | : 2016-06-17 |
Genre | : Education |
ISBN | : 1317285395 |
Research for Educational Change presents ways in which educational research can fulfil its commitments to educational practice. Focussing its discussion within the context of mathematics education, it argues that while research-generated insights can have beneficial effects on learning and teaching, the question of how these effects are to be generated and sustained is far from evident. The question of how to turn research into educational improvement is discussed here in the context of learning and teaching hindered by poverty and social injustice. In the first part of the book, four teams of researchers use different methodologies while analysing the same corpus of data, collected in a South African mathematics classroom. In the second part, each of these teams makes a specific proposal about what can be done and how so that its research-generated insights have a tangible, beneficial impact on what is happening in mathematical classrooms. Combining two discourses – that of researchers speaking to one another, and that of researchers communicating their insights to those responsible for educational practice – the book deals with the perenial question of communication between those who study educational processes and those who are directly responsible for teacher education, educational research and classroom practices. This book will be key reading for postgraduates, researchers and academics in education and particularly in the areas of mathematics education, education research, teacher education and classroom practice. It will also appeal to teacher educators, practitioners and undergraduate students interested in educational research.
Author | : |
Publisher | : |
Total Pages | : 1036 |
Release | : 1920 |
Genre | : Education |
ISBN | : |
Author | : Josef de Beer |
Publisher | : AOSIS |
Total Pages | : 472 |
Release | : 2020-12-31 |
Genre | : Education |
ISBN | : 1928523358 |
This book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman describe the student teaching practicum (or work-integrated learning [WIL]), which is an essential component of pre-service teacher education, as the ‘elephant in the room’. These authors note that 'the capstone experience in any teacher education programme is the student teaching practicum… [a]fter all, this is where the rubber hits the road'. However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop their own footing and voice as a teacher. This is the ‘gap’ that this research book addresses. Most of the chapters in the book report empirical data, with the exception of two chapters that can be categorized as systematic reviews. WIL is addressed from various angles in the chapters. Chapter 6 focuses on research related to what makes Finnish teacher education so effective, and in Chapter 4 researchers of the University of Johannesburg disseminate their findings on establishing a teaching school (based on Finnish insights) in Johannesburg. Chapter 3 highlights the challenges faced in open-and distance learning teacher education contexts. Several of the chapters disseminate research findings on alternative interventions to classic WIL, namely, where “safe spaces” or laboratories are created for student teachers to learn and grow professionally. These could either be simulations, such as software programmes and avatars in the intervention described in Chapter 2; student excursions, as the findings in chapters 5, 7 and 10 portray; or alternative approaches to WIL (e.g. Chapters 11 and 12). The book is devoted to scholarship in the field of pre-service teacher education. The target audience is scholars working in the fields of pre-service teacher education, work-integrated learning, and self-directed learning. The book makes a unique contribution in terms of firstly its extensive use of Cultural-Historical Activity Theory as a research lens, and secondly in drawing on various theoretical frameworks. Both quantitative and qualitative research informed the findings of the book.
Author | : J. Campbell |
Publisher | : |
Total Pages | : 30 |
Release | : 2011 |
Genre | : Competency-based education |
ISBN | : 9780636129818 |
Author | : J. Campbell |
Publisher | : |
Total Pages | : 320 |
Release | : 2011 |
Genre | : Mathematics |
ISBN | : 9780636129412 |
Author | : J. C. Misra |
Publisher | : Alpha Science Int'l Ltd. |
Total Pages | : 572 |
Release | : 2005 |
Genre | : Mathematics |
ISBN | : 9788173194924 |
This comprehensive volume introduces educational units dealing with important topics of modern applied mathematics. Chapters include comprehensive information on different topics such as: Methods of Approximation for Mapping in Probability Spaces, Mathematical Modelling of Seismic Sources, Climate Variability, Geometry of Differential Equations, Modelling of Particle-Driven Gravity Currents, Impulsive Free-Surface Flows, Internal Wave Propagation, Isogroups and Exact Solutions of Higher Order Boltzman Equation, Molecular and Particle Modelling, Asymptotic Behaviour of Solutions of Nonlinear Partial Differential Equations, Mixed Boundary Value Problems, Dual Integral Equations, Dual Series Equations and their Applications, Evolutionary Mechanisms of Organization in Complex Systems, Zero-Sum Differential Games, Bernoulli Convolutions, Probability Distribution Functions, O.D.E. Approach to Stochastic Approximation, Bayesian Inference on the Long Range Dependence.
Author | : Cyril Julie |
Publisher | : AFRICAN SUN MeDIA |
Total Pages | : 216 |
Release | : 2019-12-11 |
Genre | : Mathematics |
ISBN | : 1928480373 |
The research reported in Caught in the Act draws together the insights gained from a continuous professional development initiative for high school mathematics teachers, teaching in low socio-economic status and socially challenged environments in South Africa. The chapters show the possibilities for enhancing achievement in school mathematics if a strength-based approach is adopted to develop teaching with teachers and when their concerns are taken seriously. The book demonstrates that the ecological relevance – fitness for the context in which teachers are teaching – of the “goods” developed and distributed by initiatives should be a major consideration to offer hope for sustainable implementation to improve school mathematics education. The book is of interest to mathematics teachers, school leaders, mathematics curriculum advisors, policy makers and researchers.
Author | : Wendy M. Smith |
Publisher | : American Mathematical Soc. |
Total Pages | : 348 |
Release | : 2021-05-05 |
Genre | : Education |
ISBN | : 1470463776 |
The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?