Efforts to improve mathematics education have led educators and researchers to not only study the nature of proficiency, beliefs, and practices in mathematics learning and teaching, but also identify and assess possible influences on students’ and teachers’ proficiencies, beliefs, and practices in learning and teaching mathematics. The complexity of these topics has fascinated researchers from various backgrounds, including psychologists, cognitive or learning scientists, mathematicians, and mathematics educators. Among those researchers, two scholars with a similar background – Alan Schoenfeld in the United States and Günter Törner in Germany, are internationally recognized for their contributions to these topics. To celebrate their 65th birthdays in 2012, this book brought together many scholars to reflect on how their own work has built upon and continued Alan and Günter’s work in mathematics education. The book contains 17 chapters by 33 scholars from six different education systems. This collection describes recent research and provides new insights into these topics of interest to mathematics educators, researchers, and graduate students who wish to learn about the trajectory and direction of research on these issues.
İçerik tablosu
Acknowledgements; Part I: Introduction; roficiency and Beliefs in Learning and Teaching Mathematics – An Introduction; About Alan H. Schoenfeld and His Work; About Günter Törner and His Work; Part II: Proficient Performance, Beliefs, and Metacognition in Mathematical Thinking, Problem Solving, and Learning; Developing Problem Solving Skills in Elementary School – The Case of Data Analysis, Statistics, and Probability; Transmissive and Constructivist Beliefs of In-Service Mathematics Teachers and of Beginning University Students; Building on Schoenfeld’s Studies of Metacognitive Control towards Social Metacognitive Control; Part III: Proficient Performance, Beliefs, and Practices in Mathematics; Teaching, and Ways to Facilitate Them; The CAMTE Framework – A Tool for Developing Proficient Mathematics Teaching in Preschool; Integrating Noticing into the Modeling Equatio; Teaching as Problem Solving – Collaborative Conversations as Found Talk-Aloud Protocols; Researching the Sustainable Impact of Professional Development Programmes on Participating Teachers’ Beliefs; Capturing Mathematics Teachers’ Professional Development in Terms of Beliefs; Mathematicians and Elementary School Mathematics Teachers – Meetings and Bridges; Part IV: Issues and Perspectives on Research and Practice; Methodological Issues in Research and Development; A Mathematical Perspective on Educational Research; Issues Regarding the Concept of Mathematical Practices; Part V: Reflections and Future Research Development; Looking Back and Ahead – Some Very Subjective Remarks on Research in Mathematics Education; Encore; Author Biographies; Index.
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