Coverart for item
The Resource Mathematics education : a spectrum of work in mathematical sciences departments, Jacqueline Dewar, Pao-sheng Hsu, Harriet Pollatsek, editors

Mathematics education : a spectrum of work in mathematical sciences departments, Jacqueline Dewar, Pao-sheng Hsu, Harriet Pollatsek, editors

Label
Mathematics education : a spectrum of work in mathematical sciences departments
Title
Mathematics education
Title remainder
a spectrum of work in mathematical sciences departments
Statement of responsibility
Jacqueline Dewar, Pao-sheng Hsu, Harriet Pollatsek, editors
Contributor
Subject
Language
eng
Summary
Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book highlights the breadth of the work in K-16 mathematics education done by members of US departments of mathematical sciences. It contains contributions by mathematicians and mathematics educators who do work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethnomathematics, scholarship of teaching and learning, and mathematics education research. Contributors describe their work, its impact, and how it is perceived and valued. In addition, there is a chapter, co-authored by two mathematicians who have become administrators, on the challenges of supporting, evaluating, and rewarding work in mathematics education in departments of mathematical sciences. This book is intended to inform the readership of the breadth of the work and to encourage discussion of its value in the mathematical community. The writing is expository, not technical, and should be accessible and informative to a diverse audience. The primary readership includes all those in departments of mathematical sciences in two or four year colleges and universities, and their administrators, as well as graduate students. Researchers in education may also find topics of interest. Other potential readers include those doing work in mathematics education in schools of education, and teachers of secondary or middle school mathematics as well as those involved in their professional development
Member of
Cataloging source
EBLCP
Dewey number
  • 510.71
  • 510
Index
no index present
LC call number
  • QA11
  • QA1-939
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorName
  • Dewar, Jacqueline
  • Hsu, Pao-sheng
  • Pollatsek, Harriet
Series statement
Association for Women in Mathematics Series
Series volume
v. 7
http://library.link/vocab/subjectName
  • Mathematics
  • Mathematics
  • Mathematics, general
  • Mathematics Education
Label
Mathematics education : a spectrum of work in mathematical sciences departments, Jacqueline Dewar, Pao-sheng Hsu, Harriet Pollatsek, editors
Instantiates
Publication
Note
5.2.3 The Teaching Episode
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Foreword; Acknowledgements; Contents; Part I: Benefitting the Readers of this Volume; Chapter 1: Opening Lines: An Introduction to the Volume; 1.1 Introduction; 1.2 Our Definition of Work in Mathematics Education; 1.3 The Organization and Goal of the Volume; 1.4 The Genesis of this Volume; 1.4.1 The Panel that Inspired this Volume; 1.5 The Process that Resulted in this Volume; 1.6 Reflections on the Volume; 1.7 Reflection on Our Involvement; References; Chapter 2: Communication, Culture, and Work in Mathematics Education in Departments of Mathematical Sciences
  • 2.1 Introduction to Noticing This and That2.2 Noticing Difference; 2.2.1 A Note on "Cases"; 2.2.2 Top Tier Journals: Noticing Across Two Professional Sub-cultures; 2.2.3 Department Dynamics: Noticing About Department Norms; 2.3 Discourse (Big D) and discourse (Little d); 2.4 Framework for Intercultural Awareness and Competence; 2.4.1 Denial; 2.4.2 Polarization; 2.4.3 Minimization; 2.4.4 Acceptance; 2.4.5 Adaptation; 2.4.6 Integration; 2.5 Being Intentional in Noticing Professional Differences; 2.5.1 Example of Difference in Orientation Across Professional Groups
  • 2.5.2 Connecting to the Vignettes2.6 Gender, Discourse, and Professional Culture; 2.6.1 Women Speak Differently in Different Ways; 2.6.2 Views of Work in Mathematics Education; 2.7 Conclusion; References; Chapter 3: Valuing and Supporting Work in Mathematics Education: An Administrative Perspective; 3.1 Introduction; 3.2 Mathematics and Mathematics Education: Facilitating Productive Interactions; 3.2.1 Building Productive Interactions: Difficult but Essential Work; 3.2.2 The Role of the Academic Leader in Initiating and Sustaining Collaborations
  • 3.3 Using Assessment of Student Learning to Build Productive Interactions3.3.1 The Pressure of Assessment; 3.3.2 Finding Value in the Assessment of Student Learning: The Role of Faculty; 3.3.3 Assessment as an Opportunity for Productive Interactions; 3.4 Faculty Professional and Career Development; 3.4.1 The Arc of a Faculty Member's Career; 3.4.2 Valuing and Rewarding Work in Mathematics Education Done by Mathematics Faculty; 3.4.3 Evaluating Work in Mathematics Education: Recommendations and Examples; 3.5 Conclusion; References
  • Part II: Benefitting Pre-Service and In-Service Teachers and Graduate Student InstructorsChapter 4: Effects of a Capstone Course on Future Teachers (and the Instructor): How a SoTL Project Changed a Career; 4.1 Introduction; 4.2 The Carnegie Scholars Program; 4.3 My CASTL Proposal; 4.4 The CASTL Research Project; 4.5 Effect the Project Had on my Career; References; Chapter 5: By Definition: An Examination of the Process of Defining in Mathematics; 5.1 Introduction; 5.2 Teaching Activity Focused on Definitions and Defining; 5.2.1 Student Conceptions; 5.2.2 Mathematical Considerations
Dimensions
unknown
Extent
1 online resource (382 pages).
Form of item
online
Isbn
9783319449500
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other control number
10.1007/978-3-319-44950-0
Specific material designation
remote
System control number
  • SPR965160141
  • ocn965160141
Label
Mathematics education : a spectrum of work in mathematical sciences departments, Jacqueline Dewar, Pao-sheng Hsu, Harriet Pollatsek, editors
Publication
Note
5.2.3 The Teaching Episode
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Foreword; Acknowledgements; Contents; Part I: Benefitting the Readers of this Volume; Chapter 1: Opening Lines: An Introduction to the Volume; 1.1 Introduction; 1.2 Our Definition of Work in Mathematics Education; 1.3 The Organization and Goal of the Volume; 1.4 The Genesis of this Volume; 1.4.1 The Panel that Inspired this Volume; 1.5 The Process that Resulted in this Volume; 1.6 Reflections on the Volume; 1.7 Reflection on Our Involvement; References; Chapter 2: Communication, Culture, and Work in Mathematics Education in Departments of Mathematical Sciences
  • 2.1 Introduction to Noticing This and That2.2 Noticing Difference; 2.2.1 A Note on "Cases"; 2.2.2 Top Tier Journals: Noticing Across Two Professional Sub-cultures; 2.2.3 Department Dynamics: Noticing About Department Norms; 2.3 Discourse (Big D) and discourse (Little d); 2.4 Framework for Intercultural Awareness and Competence; 2.4.1 Denial; 2.4.2 Polarization; 2.4.3 Minimization; 2.4.4 Acceptance; 2.4.5 Adaptation; 2.4.6 Integration; 2.5 Being Intentional in Noticing Professional Differences; 2.5.1 Example of Difference in Orientation Across Professional Groups
  • 2.5.2 Connecting to the Vignettes2.6 Gender, Discourse, and Professional Culture; 2.6.1 Women Speak Differently in Different Ways; 2.6.2 Views of Work in Mathematics Education; 2.7 Conclusion; References; Chapter 3: Valuing and Supporting Work in Mathematics Education: An Administrative Perspective; 3.1 Introduction; 3.2 Mathematics and Mathematics Education: Facilitating Productive Interactions; 3.2.1 Building Productive Interactions: Difficult but Essential Work; 3.2.2 The Role of the Academic Leader in Initiating and Sustaining Collaborations
  • 3.3 Using Assessment of Student Learning to Build Productive Interactions3.3.1 The Pressure of Assessment; 3.3.2 Finding Value in the Assessment of Student Learning: The Role of Faculty; 3.3.3 Assessment as an Opportunity for Productive Interactions; 3.4 Faculty Professional and Career Development; 3.4.1 The Arc of a Faculty Member's Career; 3.4.2 Valuing and Rewarding Work in Mathematics Education Done by Mathematics Faculty; 3.4.3 Evaluating Work in Mathematics Education: Recommendations and Examples; 3.5 Conclusion; References
  • Part II: Benefitting Pre-Service and In-Service Teachers and Graduate Student InstructorsChapter 4: Effects of a Capstone Course on Future Teachers (and the Instructor): How a SoTL Project Changed a Career; 4.1 Introduction; 4.2 The Carnegie Scholars Program; 4.3 My CASTL Proposal; 4.4 The CASTL Research Project; 4.5 Effect the Project Had on my Career; References; Chapter 5: By Definition: An Examination of the Process of Defining in Mathematics; 5.1 Introduction; 5.2 Teaching Activity Focused on Definitions and Defining; 5.2.1 Student Conceptions; 5.2.2 Mathematical Considerations
Dimensions
unknown
Extent
1 online resource (382 pages).
Form of item
online
Isbn
9783319449500
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other control number
10.1007/978-3-319-44950-0
Specific material designation
remote
System control number
  • SPR965160141
  • ocn965160141

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