Mathematical challenges for all
著者
書誌事項
Mathematical challenges for all
（Research in mathematics education / series editors, Jinfa Cai, James Middleton）
Springer, c2023
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This book argues that mathematical challenge can be found at any level and at every age and constitutes an essential characteristic of any mathematics classroom aimed at developing the students' mathematical knowledge and skills. Since each mathematics classroom is heterogeneous with respect to students' mathematical potential, quality mathematical instruction results from matching the level of mathematical challenge to different students' potential. Thus, effective integration of mathematical challenge in the instructional process is strongly connected to the equity principle of mathematics education. In the three sections in this volume readers can find diverse views on mathematical challenges in curriculum and instructional design, kinds and variation of mathematically challenging tasks and collections of mathematical problems. Evidence-based analysis is interwoven with theoretical positions expressed by the authors of the chapters. Cognitive, social and affective characteristics of challenging mathematical activities are observed and analyzed. The volume opens new avenues of research in mathematics education, and pose multiple questions about mathematical instruction rich in mathematical challenge for all. The authors invite readers to explore and enjoy mathematical challenges at different levels.
目次
Section 1: Mathematical challenges in curriculum and instructional design
Chapter 1: The personalized mathematics inquiry model for developing Cyprus mathematics textbooksChapter 2: Advancing the mathematical argumentation of elementary students and prospective teachers through small group discussions of complex mathematical tasks Chapter 3: Challenging students to develop mathematical reasoningChapter 4: Mathematical modelling as a stimulus for curriculum and instructional reform in secondary school mathematics
Chapter 5: Development and stimulation of early core mathematical competencies in young children: results from the Leuven Wis & C Degrees project
Chapter 6: Mathematical challenges in problem posing
Chapter 7: Using dynamic applets for varying mathematical challenge in open mathematical tasks
Chapter 8: Response
Section 2: Kinds and variation of mathematically challenging tasks Chapter 9: Preparing teachers for mathematical challenge in the classroom through MathTASK teacher education activities
Chapter 10: Visualization a pathway to mathematical challenging tasks
Chapter 11: Mathematical challenge in linking advanced and secondary mathematics
Chapter 12: Challenges in designing and solving technology based tasks
Chapter 13: Challenge in the eyes of the beholder
Chapter 14: Pitching Tasks: Balancing Challenge, Accessibility and Fruitfulness
Chapter 15: Creativity and Challenge: connections between task complexity and insight required for tasks solution
Chapter 16: ResponseSection 3: Collections of mathematical problemsChapter 17: Task design, and the 'Unity of Mathematics'Chapter 18: The power of modelling problems for learning and teaching mathematicsChapter 19: Challenge: The essence of the discipline? Or an optional extra?Chapter 20: Designing chains of problems with different levels of challenge through solving investigation tasks Chapter 21: In Search of Effectiveness and Meaningfulness Chapter 22: Ambiguity and Uncertainty in Mathematical Problems Chapter 23: How mathematical problems are collected by Taiwanese middle school teachersChapter 24: Flow and Evolving ComplexityChapter 25: Response
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