Learning Experiences to Promote Mathematics Learning: Yearbook 2014, Association of Mathematics Educators
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Singapore
World Scientific Publishing Company
2014
|
| Series: | Yearbook (Association of Mathematics Educators (Singapore))
2014 |
| Subjects: | |
| Links: | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=810394 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=810394 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=810394 |
| Item Description: | Print version record. - 3.1 Purpose of study |
| Physical Description: | 1 online resource (309 pages) |
| ISBN: | 9789814612906 9789814612920 9814612901 9814612928 |
Staff View
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| 505 | 8 | |a Chapter 1 It Matters How Students Learn Mathematics; 1 Introduction; 2 Learning Experiences in the Mathematics Syllabuses; 3 Fundamentals for Active and Motivated Learning; 4 Learning Experiences for Developing Mathematical Processes; 5 Use of ICT Tools for Learning; 6 Some Concluding Thoughts; References; Chapter 2 M_Crest: A Framework of Motivation to Learn Mathematics; 1 Introduction; 2 Motivation Theories; 3 The M_Crest Framework; 3.1 M = Meaningfulness; 3.2 C = Confidence; 3.3 R = Relevance; 3.4 E = Enjoyment; 3.5 S = Social relationships; 3.6 T = Targets (goals) | |
| 505 | 8 | |a 3.7 A Combination of Motivators4 Teacher Research into Motivation to Learn; 5 Conclusion; References; Chapter 3 Designing Learning Experiences for Effective Instruction in Secondary Mathematics; 1 Introduction; 2 Learning Experience; 3 Principles for Selecting Appropriate Learning Experiences; 3.1 Principle One; 3.2 Principle Two; 3.3 Principle Three; 3.4 Principle Four; 3.5 Principle Five; 4 Organization of Learning Experience; 4.1 Planning of learning experience: An example of solving linear algebraic equations; 4.2 Overview of the planning of learning experience; 5 Conclusion; References | |
| 505 | 8 | |a Chapter 4 Providing Students' Authentic Learning Experience through 3D Printing Technology1 Introduction; 2 Authentic Learning Experience; 2.1 What is authentic learning?; 2.2 Why is authentic learning important in the mathematics classroom?; 3 3D Printing Technology; 3.1 What is three-dimensional (3D) printing?; 3.2 What are the benefits and difficulties of using 3D printer in a mathematics class?; 3.3 How does 3D printing technology support an authentic learning experience?; 4 The Project of Restoring Cultural Artefacts; 4.1 Phase 1 exploring Jeulmun pottery | |
| 505 | 8 | |a 4.2 Phase 2 Reproducing Jeulmun pottery with 3D printing technology4.3 Designing an authentic learning environment; 5 Conclusion; 5.1 What did students experience in terms of learning?; 5.2 Going further; Acknowledgement; References; Chapter 5 What do Teachers Need to Know to Teach Secondary Mathematics; 1 Introduction; 2 Mathematics Content Knowledge; 3 Pedagogical Content Knowledge; 4 The CEMENT Project; 4.1 The survey; 4.2 Participants; 5 Examples of Content Knowledge Items; 6 Examples of Pedagogical Content Knowledge Items; 7 Using the Items in Professional Learning; 8 Conclusion | |
| 505 | 8 | |a AcknowledgementReferences; Chapter 6 Defining, Extending, and Creating: Key Experiences in Mathematics; 1 Introduction; 2 Examining and Creating Definitions in Doing Mathematics; 3 Defining, Extending, and Creating: An Example; 3.1 Students; 3.2 Procedure; 3.3 Teacher's roles; 3.4 Tasks; 3.5 Results; 3.6 An overview of students' problem solving: Session 8 with Pair II; 4 Understanding the Nature of Definitions in Mathematics; 5 Final Remarks; References; Chapter 7 Teaching for Abstraction through Mathematical Learning Experiences; 1 Introduction; 2 Teaching for Abstraction; 3 This Study | |
| 505 | 8 | |a This sixth volume, in the series of yearbooks by the Association of Mathematics Educators in Singapore, entitled Learning Experiences to Promote Mathematics Learning is unique in that it focuses on a single theme in mathematics education. The objective is for teachers and researchers to advance the learning of mathematics through meaningful experiences. Several renowned international and Singapore scholars have published their work in this volume. The fourteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with in their own classroo | |
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Record in the Search Index
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| author | Toh, Pee Choon |
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| contents | Chapter 1 It Matters How Students Learn Mathematics; 1 Introduction; 2 Learning Experiences in the Mathematics Syllabuses; 3 Fundamentals for Active and Motivated Learning; 4 Learning Experiences for Developing Mathematical Processes; 5 Use of ICT Tools for Learning; 6 Some Concluding Thoughts; References; Chapter 2 M_Crest: A Framework of Motivation to Learn Mathematics; 1 Introduction; 2 Motivation Theories; 3 The M_Crest Framework; 3.1 M = Meaningfulness; 3.2 C = Confidence; 3.3 R = Relevance; 3.4 E = Enjoyment; 3.5 S = Social relationships; 3.6 T = Targets (goals) 3.7 A Combination of Motivators4 Teacher Research into Motivation to Learn; 5 Conclusion; References; Chapter 3 Designing Learning Experiences for Effective Instruction in Secondary Mathematics; 1 Introduction; 2 Learning Experience; 3 Principles for Selecting Appropriate Learning Experiences; 3.1 Principle One; 3.2 Principle Two; 3.3 Principle Three; 3.4 Principle Four; 3.5 Principle Five; 4 Organization of Learning Experience; 4.1 Planning of learning experience: An example of solving linear algebraic equations; 4.2 Overview of the planning of learning experience; 5 Conclusion; References Chapter 4 Providing Students' Authentic Learning Experience through 3D Printing Technology1 Introduction; 2 Authentic Learning Experience; 2.1 What is authentic learning?; 2.2 Why is authentic learning important in the mathematics classroom?; 3 3D Printing Technology; 3.1 What is three-dimensional (3D) printing?; 3.2 What are the benefits and difficulties of using 3D printer in a mathematics class?; 3.3 How does 3D printing technology support an authentic learning experience?; 4 The Project of Restoring Cultural Artefacts; 4.1 Phase 1 exploring Jeulmun pottery 4.2 Phase 2 Reproducing Jeulmun pottery with 3D printing technology4.3 Designing an authentic learning environment; 5 Conclusion; 5.1 What did students experience in terms of learning?; 5.2 Going further; Acknowledgement; References; Chapter 5 What do Teachers Need to Know to Teach Secondary Mathematics; 1 Introduction; 2 Mathematics Content Knowledge; 3 Pedagogical Content Knowledge; 4 The CEMENT Project; 4.1 The survey; 4.2 Participants; 5 Examples of Content Knowledge Items; 6 Examples of Pedagogical Content Knowledge Items; 7 Using the Items in Professional Learning; 8 Conclusion AcknowledgementReferences; Chapter 6 Defining, Extending, and Creating: Key Experiences in Mathematics; 1 Introduction; 2 Examining and Creating Definitions in Doing Mathematics; 3 Defining, Extending, and Creating: An Example; 3.1 Students; 3.2 Procedure; 3.3 Teacher's roles; 3.4 Tasks; 3.5 Results; 3.6 An overview of students' problem solving: Session 8 with Pair II; 4 Understanding the Nature of Definitions in Mathematics; 5 Final Remarks; References; Chapter 7 Teaching for Abstraction through Mathematical Learning Experiences; 1 Introduction; 2 Teaching for Abstraction; 3 This Study This sixth volume, in the series of yearbooks by the Association of Mathematics Educators in Singapore, entitled Learning Experiences to Promote Mathematics Learning is unique in that it focuses on a single theme in mathematics education. The objective is for teachers and researchers to advance the learning of mathematics through meaningful experiences. Several renowned international and Singapore scholars have published their work in this volume. The fourteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with in their own classroo |
| ctrlnum | (OCoLC)883570465 (DE-599)BVBBV043030307 |
| dewey-full | 510.71 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 510 - Mathematics |
| dewey-raw | 510.71 |
| dewey-search | 510.71 |
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| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| format | Electronic eBook |
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| id | DE-604.BV043030307 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T17:26:03Z |
| institution | BVB |
| isbn | 9789814612906 9789814612920 9814612901 9814612928 |
| language | English |
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| record_format | marc |
| series2 | Yearbook (Association of Mathematics Educators (Singapore)) |
| spelling | Toh, Pee Choon Verfasser (DE-588)1084234440 aut Learning Experiences to Promote Mathematics Learning Yearbook 2014, Association of Mathematics Educators Singapore World Scientific Publishing Company 2014 1 online resource (309 pages) txt rdacontent c rdamedia cr rdacarrier Yearbook (Association of Mathematics Educators (Singapore)) 2014 Print version record. - 3.1 Purpose of study Chapter 1 It Matters How Students Learn Mathematics; 1 Introduction; 2 Learning Experiences in the Mathematics Syllabuses; 3 Fundamentals for Active and Motivated Learning; 4 Learning Experiences for Developing Mathematical Processes; 5 Use of ICT Tools for Learning; 6 Some Concluding Thoughts; References; Chapter 2 M_Crest: A Framework of Motivation to Learn Mathematics; 1 Introduction; 2 Motivation Theories; 3 The M_Crest Framework; 3.1 M = Meaningfulness; 3.2 C = Confidence; 3.3 R = Relevance; 3.4 E = Enjoyment; 3.5 S = Social relationships; 3.6 T = Targets (goals) 3.7 A Combination of Motivators4 Teacher Research into Motivation to Learn; 5 Conclusion; References; Chapter 3 Designing Learning Experiences for Effective Instruction in Secondary Mathematics; 1 Introduction; 2 Learning Experience; 3 Principles for Selecting Appropriate Learning Experiences; 3.1 Principle One; 3.2 Principle Two; 3.3 Principle Three; 3.4 Principle Four; 3.5 Principle Five; 4 Organization of Learning Experience; 4.1 Planning of learning experience: An example of solving linear algebraic equations; 4.2 Overview of the planning of learning experience; 5 Conclusion; References Chapter 4 Providing Students' Authentic Learning Experience through 3D Printing Technology1 Introduction; 2 Authentic Learning Experience; 2.1 What is authentic learning?; 2.2 Why is authentic learning important in the mathematics classroom?; 3 3D Printing Technology; 3.1 What is three-dimensional (3D) printing?; 3.2 What are the benefits and difficulties of using 3D printer in a mathematics class?; 3.3 How does 3D printing technology support an authentic learning experience?; 4 The Project of Restoring Cultural Artefacts; 4.1 Phase 1 exploring Jeulmun pottery 4.2 Phase 2 Reproducing Jeulmun pottery with 3D printing technology4.3 Designing an authentic learning environment; 5 Conclusion; 5.1 What did students experience in terms of learning?; 5.2 Going further; Acknowledgement; References; Chapter 5 What do Teachers Need to Know to Teach Secondary Mathematics; 1 Introduction; 2 Mathematics Content Knowledge; 3 Pedagogical Content Knowledge; 4 The CEMENT Project; 4.1 The survey; 4.2 Participants; 5 Examples of Content Knowledge Items; 6 Examples of Pedagogical Content Knowledge Items; 7 Using the Items in Professional Learning; 8 Conclusion AcknowledgementReferences; Chapter 6 Defining, Extending, and Creating: Key Experiences in Mathematics; 1 Introduction; 2 Examining and Creating Definitions in Doing Mathematics; 3 Defining, Extending, and Creating: An Example; 3.1 Students; 3.2 Procedure; 3.3 Teacher's roles; 3.4 Tasks; 3.5 Results; 3.6 An overview of students' problem solving: Session 8 with Pair II; 4 Understanding the Nature of Definitions in Mathematics; 5 Final Remarks; References; Chapter 7 Teaching for Abstraction through Mathematical Learning Experiences; 1 Introduction; 2 Teaching for Abstraction; 3 This Study This sixth volume, in the series of yearbooks by the Association of Mathematics Educators in Singapore, entitled Learning Experiences to Promote Mathematics Learning is unique in that it focuses on a single theme in mathematics education. The objective is for teachers and researchers to advance the learning of mathematics through meaningful experiences. Several renowned international and Singapore scholars have published their work in this volume. The fourteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with in their own classroo Mathematics / Study and teaching Mathematics Readiness for school MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching fast Mathematik Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Mathematikunterricht (DE-588)4037949-8 s 1\p DE-604 Toh, Tin Lam Sonstige (DE-588)1023327465 oth Kaur, Berinderjeet 1955- Sonstige (DE-588)1033636991 oth Erscheint auch als Druck-Ausgabe Toh, Pee Choon Learning Experiences to Promote Mathematics Learning : Yearbook 2014, Association of Mathematics Educators http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=810394 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Toh, Pee Choon Learning Experiences to Promote Mathematics Learning Yearbook 2014, Association of Mathematics Educators Chapter 1 It Matters How Students Learn Mathematics; 1 Introduction; 2 Learning Experiences in the Mathematics Syllabuses; 3 Fundamentals for Active and Motivated Learning; 4 Learning Experiences for Developing Mathematical Processes; 5 Use of ICT Tools for Learning; 6 Some Concluding Thoughts; References; Chapter 2 M_Crest: A Framework of Motivation to Learn Mathematics; 1 Introduction; 2 Motivation Theories; 3 The M_Crest Framework; 3.1 M = Meaningfulness; 3.2 C = Confidence; 3.3 R = Relevance; 3.4 E = Enjoyment; 3.5 S = Social relationships; 3.6 T = Targets (goals) 3.7 A Combination of Motivators4 Teacher Research into Motivation to Learn; 5 Conclusion; References; Chapter 3 Designing Learning Experiences for Effective Instruction in Secondary Mathematics; 1 Introduction; 2 Learning Experience; 3 Principles for Selecting Appropriate Learning Experiences; 3.1 Principle One; 3.2 Principle Two; 3.3 Principle Three; 3.4 Principle Four; 3.5 Principle Five; 4 Organization of Learning Experience; 4.1 Planning of learning experience: An example of solving linear algebraic equations; 4.2 Overview of the planning of learning experience; 5 Conclusion; References Chapter 4 Providing Students' Authentic Learning Experience through 3D Printing Technology1 Introduction; 2 Authentic Learning Experience; 2.1 What is authentic learning?; 2.2 Why is authentic learning important in the mathematics classroom?; 3 3D Printing Technology; 3.1 What is three-dimensional (3D) printing?; 3.2 What are the benefits and difficulties of using 3D printer in a mathematics class?; 3.3 How does 3D printing technology support an authentic learning experience?; 4 The Project of Restoring Cultural Artefacts; 4.1 Phase 1 exploring Jeulmun pottery 4.2 Phase 2 Reproducing Jeulmun pottery with 3D printing technology4.3 Designing an authentic learning environment; 5 Conclusion; 5.1 What did students experience in terms of learning?; 5.2 Going further; Acknowledgement; References; Chapter 5 What do Teachers Need to Know to Teach Secondary Mathematics; 1 Introduction; 2 Mathematics Content Knowledge; 3 Pedagogical Content Knowledge; 4 The CEMENT Project; 4.1 The survey; 4.2 Participants; 5 Examples of Content Knowledge Items; 6 Examples of Pedagogical Content Knowledge Items; 7 Using the Items in Professional Learning; 8 Conclusion AcknowledgementReferences; Chapter 6 Defining, Extending, and Creating: Key Experiences in Mathematics; 1 Introduction; 2 Examining and Creating Definitions in Doing Mathematics; 3 Defining, Extending, and Creating: An Example; 3.1 Students; 3.2 Procedure; 3.3 Teacher's roles; 3.4 Tasks; 3.5 Results; 3.6 An overview of students' problem solving: Session 8 with Pair II; 4 Understanding the Nature of Definitions in Mathematics; 5 Final Remarks; References; Chapter 7 Teaching for Abstraction through Mathematical Learning Experiences; 1 Introduction; 2 Teaching for Abstraction; 3 This Study This sixth volume, in the series of yearbooks by the Association of Mathematics Educators in Singapore, entitled Learning Experiences to Promote Mathematics Learning is unique in that it focuses on a single theme in mathematics education. The objective is for teachers and researchers to advance the learning of mathematics through meaningful experiences. Several renowned international and Singapore scholars have published their work in this volume. The fourteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with in their own classroo Mathematics / Study and teaching Mathematics Readiness for school MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching fast Mathematik Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd |
| subject_GND | (DE-588)4037949-8 |
| title | Learning Experiences to Promote Mathematics Learning Yearbook 2014, Association of Mathematics Educators |
| title_auth | Learning Experiences to Promote Mathematics Learning Yearbook 2014, Association of Mathematics Educators |
| title_exact_search | Learning Experiences to Promote Mathematics Learning Yearbook 2014, Association of Mathematics Educators |
| title_full | Learning Experiences to Promote Mathematics Learning Yearbook 2014, Association of Mathematics Educators |
| title_fullStr | Learning Experiences to Promote Mathematics Learning Yearbook 2014, Association of Mathematics Educators |
| title_full_unstemmed | Learning Experiences to Promote Mathematics Learning Yearbook 2014, Association of Mathematics Educators |
| title_short | Learning Experiences to Promote Mathematics Learning |
| title_sort | learning experiences to promote mathematics learning yearbook 2014 association of mathematics educators |
| title_sub | Yearbook 2014, Association of Mathematics Educators |
| topic | Mathematics / Study and teaching Mathematics Readiness for school MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching fast Mathematik Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd |
| topic_facet | Mathematics / Study and teaching Mathematics Readiness for school MATHEMATICS / Essays MATHEMATICS / Pre-Calculus MATHEMATICS / Reference Mathematik Mathematics Study and teaching Mathematikunterricht |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=810394 |
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