{"id":240,"date":"2015-02-27T18:58:59","date_gmt":"2015-02-27T18:58:59","guid":{"rendered":"http:\/\/sites.uepb.edu.br\/gprpem\/?p=240"},"modified":"2015-02-27T18:58:59","modified_gmt":"2015-02-27T18:58:59","slug":"second-handbook-of-research-on-mathematics-teaching-and-learning","status":"publish","type":"post","link":"https:\/\/grupos.uepb.edu.br\/gprpem\/2015\/02\/27\/second-handbook-of-research-on-mathematics-teaching-and-learning\/","title":{"rendered":"Second Handbook of Research on Mathematics Teaching and Learning"},"content":{"rendered":"

\"second\"<\/a>Frank K. Jr. Lester
\nInformation Age Publishing | 2007 | 1381 p\u00e1ginas | rar – pdf | 11,4 Mb<\/p>\n

link<\/a>
\npassword: matav<\/p>\n

The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics.<\/p>\n

The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment.<\/div>\n
Taken as a whole, the chapters reflects the mathematics education research community’s willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.<\/div>\n
The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment.<\/div>\n
Taken as a whole, the chapters reflects the mathematics education research community’s willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.<\/div>\n

CONTENTS<\/b><\/p>\n

Preface.
\nAcknowledgements.
\nPart I: Foundations.
\nPutting Philosophy to Work: Coping With Multiple Theoretical Perspectives, Paul Cobb.
\nTheory in Mathematics Education Scholarship, Edward A. Silver & Patricio G. Herbst
\nMethod, Alan H. Schoenfeld.
\nPart II: Teachers and Teaching.
\nAssessing Teachers’ Mathematical Knowledge: What Knowledge Matters and What Evidence Counts? Heather C. Hill, Laurie Sleep, Jennifer M. Lewis, & Deborah Loewenberg Ball.
\nThe Mathematical Education and Development of Teachers, Judith T. Sowder.
\nUnderstanding Teaching and Classroom Practice in Mathematics, Megan Loef Franke, Elham Kazemi and Daniel Battey.
\nMathematics Teachers’ Beliefs and Affect, Randolph A. Philipp.
\nPart III: Influences on Student Outcomes.
\nHow Curriculum Influences Student Learning, Mary Kay Stein, Janine Remillard and Margaret Smith.
\nThe Effects of Classroom Mathematics Teaching on Students’ Learning, James S. Hiebert and Douglas A. Grouws.
\nCulture, Race, Power, and Mathematics Education, Diversity in Mathematics Education Center for Learning and Teaching.
\nThe Role of Culture in Teaching and Learning Mathematics, Norma G. Presmeg.
\nPart IV: Students and Learning.
\nEarly Childhood Mathematics Learning, Douglas H. Clements and Julie Sarama.
\nWhole Number Concepts and Operations, Lieven Verschaffel, Brian Greer, and Erik DeCorte.
\nRational Numbers and Proportional Reasoning: Toward a Theoretical Framework for Research, Susan J. Lamon. Early Algebra, David W. Carraher and Analucia D. Schliemann.
\nLearning and Teaching of Algebra at the Middle School through College Levels: Building Meaning for Symbols and Their Manipulation, Carolyn Kieran.
\nProblem Solving and Modeling, Richard Lesh and Judith Zawejewski.
\nToward Comprehensive Perspectives on the Learning and Teaching of Proof, Guershon Harel and Larry Sowder.
\nThe Development of Geometric and Spatial Thinking, Michael T. Battista.
\nResearch in Probability: Responding to Classroom Realities, Graham A. Jones, Cynthia W. Langrall and Edward S. Mooney.
\nResearch on Statistics Learning and Reasoning, J. Michael Shaughnessy.
\nMathematics Thinking and Learning at Post-secondary Level, Michele Artigue, Carmen Batanero and Phillip Kent.
\nPart V: Assessment.
\nKeeping Learning on Track: Classroom Assessment and the Regulation of Learning, Dylan Wiliam.
\nHigh Stakes Testing in Mathematics, Linda Dager Wilson.
\nLarge-scale Assessment of Mathematics Education, Jan DeLange.
\nPart VI: Issues and Perspectives.
\nIssues in Access and Equity in Mathematics Education,\u00a0Alan J. Bishop and Helen J. Forgasz.<\/i>
\nResearch on Technology in Mathematics Education: The Perspective of Constructs,\u00a0Rose Mary Zbiek, M. Kathleen Heid, Glendon Blume and Thomas P. Dick.<\/i>
\nEngineering Change in Mathematics Education: Research, Policy, and Practice,\u00a0William F. Tate and Celia Rousseau.<\/i>
\nEducational Policy Research and Mathematics Education,\u00a0Joan Ferrini-Mundy & Robert Floden.<\/i>
\nMathematics Content Specification in the Age of Assessment, Norman L. Webb.
\nReflections on the State and Trends in Research on Mathematics Teaching and Learning: From Here to Utopia,\u00a0Mogens Niss.<\/i><\/p>\n","protected":false},"excerpt":{"rendered":"

Frank K. Jr. Lester Information Age Publishing | 2007 | 1381 p\u00e1ginas | rar – pdf | 11,4 Mb link password: matav The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators Leia Mais…<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-240","post","type-post","status-publish","format-standard","hentry","category-livros"],"_links":{"self":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/posts\/240","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/comments?post=240"}],"version-history":[{"count":0,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/posts\/240\/revisions"}],"wp:attachment":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/media?parent=240"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/categories?post=240"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/tags?post=240"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}