The Resource Mathematics education : a spectrum of work in mathematical sciences departments, Jacqueline Dewar, Paosheng Hsu, Harriet Pollatsek, editors
Mathematics education : a spectrum of work in mathematical sciences departments, Jacqueline Dewar, Paosheng Hsu, Harriet Pollatsek, editors
Resource Information
The item Mathematics education : a spectrum of work in mathematical sciences departments, Jacqueline Dewar, Paosheng Hsu, Harriet Pollatsek, editors represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Liverpool.This item is available to borrow from 1 library branch.
Resource Information
The item Mathematics education : a spectrum of work in mathematical sciences departments, Jacqueline Dewar, Paosheng Hsu, Harriet Pollatsek, editors represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Liverpool.
This item is available to borrow from 1 library branch.
 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 K16 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, coauthored 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
 Language
 eng
 Extent
 1 online resource (382 pages).
 Note
 5.2.3 The Teaching Episode
 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 Subcultures; 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 PreService and InService 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
 Isbn
 9783319449500
 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, Paosheng Hsu, Harriet Pollatsek, editors
 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 K16 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, coauthored 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
 Cataloging source
 EBLCP
 Dewey number

 510.71
 510
 Index
 no index present
 LC call number

 QA11
 QA1939
 Literary form
 non fiction
 Nature of contents
 dictionaries
 http://library.link/vocab/relatedWorkOrContributorName

 Dewar, Jacqueline
 Hsu, Paosheng
 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, Paosheng Hsu, Harriet Pollatsek, editors
 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 Subcultures; 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 PreService and InService 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
 10.1007/9783319449500
 Specific material designation
 remote
 System control number

 SPR965160141
 ocn965160141
 Label
 Mathematics education : a spectrum of work in mathematical sciences departments, Jacqueline Dewar, Paosheng Hsu, Harriet Pollatsek, editors
 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 Subcultures; 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 PreService and InService 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
 10.1007/9783319449500
 Specific material designation
 remote
 System control number

 SPR965160141
 ocn965160141
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