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دانلود کتاب Proceedings of the Ninth International Congress on Mathematical Education: 2000 Makuhari Japan
دانلود کتاب مجموعه مقالات کنگره بین المللی نهم در زمینه آموزش ریاضی: 2000 Makuhari Japan
مشخصات کتاب
Proceedings of the Ninth International Congress on Mathematical Education: 2000 Makuhari Japan
ویرایش: 1 نویسندگان: Hiroshi Fujita, Yoshihiko Hashimoto, Bernard R. Hodgson, Peng Yee Lee, Stephen Lerman, Toshio Sawada (eds.) سری: ISBN (شابک) : 9781402080937, 140208093X ناشر: Springer Netherlands سال نشر: 2004 تعداد صفحات: 446 زبان: English فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) حجم فایل: 5 مگابایت
قیمت کتاب (تومان) : 35,000
کلمات کلیدی مربوط به کتاب مجموعه مقالات کنگره بین المللی نهم در زمینه آموزش ریاضی: 2000 Makuhari Japan: ریاضی، عمومی، مهندسی برق، آموزش (عمومی)، آموزش ریاضی
در صورت تبدیل فایل کتاب Proceedings of the Ninth International Congress on Mathematical Education: 2000 Makuhari Japan به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب مجموعه مقالات کنگره بین المللی نهم در زمینه آموزش ریاضی: 2000 Makuhari Japan نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
توضیحاتی در مورد کتاب مجموعه مقالات کنگره بین المللی نهم در زمینه آموزش ریاضی: 2000 Makuhari Japan
ریاضیات به‌عنوان یک رشته، تاریخچه‌ای طولانی دارد، که از فرهنگ‌های بسیاری سرچشمه می‌گیرد، با ویژگی واقعاً جهانی. ریاضیدانان در سراسر جهان اساساً درک مشترکی از ماهیت ریاضیات و مسائل و روش های اصلی آن دارند. ریاضیدانان محقق در هر بخشی از جهان بخشی از یک جامعه فکری منسجم هستند که به طور روان با هم ارتباط برقرار می کنند.
در مقابل، آموزش ریاضیات دارای ویژگی متغیر و مبتنی بر فرهنگ است و این قطعاً درست است. سازمان و عملکرد آموزشی تحقیقات آموزشی هم یک علم اجتماعی کاربردی و هم یک حوزه چند رشته ای از تحقیقات نظری است.
در میان سازمان‌هایی که به آموزش ریاضیات اختصاص داده شده‌اند، کمیسیون بین‌المللی آموزش ریاضی (ICMI) به دلیل ارتباط نزدیکش با جامعه ریاضیات متمایز است. چالش‌های بزرگی که اکنون آموزش ریاضی در سرتاسر جهان با آن مواجه است، مستلزم مشارکت عمیق‌تر و حساس‌تر ریاضیدانان رشته‌ای نسبت به ما است، هم در کار بهبودهای آموزشی و هم در تحقیق در مورد ماهیت آموزش و یادگیری.
این کتاب مجموعه مقالات نهمین کنفرانس بین المللی آموزش ریاضی (ICME9) است که در توکیو/ماکوهاری ژاپن در ژوئیه و اوت 2000 برگزار شد. ICME9 متخصصین را گرد هم آورد. از 70 کشور، برای درک چالش های آموزش ریاضی از جمله عبور از مرزها و همکاری، مانند نیاز به آشتی زبان، معرفت شناسی، هنجارهای شواهد و به طور کلی، همه چالش های فکری و نگرشی که با تحقیق و توسعه چند رشته ای مواجه هستند، تلاش می کنند.
توضیحاتی درمورد کتاب به خارجی
Mathematics as a discipline has a long history, emerging from many cultures, with a truly universal character. Mathematicians throughout the world have a fundamentally common understanding of the nature of mathematics and of its central problems and methods. Research mathematicians in any part of the world are part of a cohesive intellectual community that communicates fluently.
Mathematics education in contrast has a variable and culturally based character, and this is certainly true of educational organization and practice. Educational research is both an applied social science and a multidisciplinary domain of theoretical scholarship.
Among organizations devoted to mathematics education, The International Commission on Mathematical Instruction (ICMI) is distinctive because of its close ties to the mathematics community. The great challenges now facing mathematics education around the world demand a deeper and more sensitive involvement of disciplinary mathematicians than we now have, both in the work of educational improvements and in research on the nature of teaching and learning.
This book constitutes the Proceedings of the Ninth International Conference on Mathematical Education (ICME9), which was held in Tokyo/Makuhari Japan, in July and August 2000. ICME9 brought together experts from 70 countries, working to understand the challenges of mathematics education including boundary crossing and collaboration, such as the need to reconcile language, epistemology, norms of evidence and, in general, all of the intellectual and attitudinal challenges that face multidisciplinary research and development.
فهرست مطالب
140208093X......Page 1
Contents......Page 6
Preface......Page 12
Presidential Address at the Opening Ceremony of ICME......Page 16
International Round Table: The Role of Mathematics in General Education for the 21st Century......Page 21
Plenary Lectures......Page 37
Goals of Mathematical Education and Methodology of Applied Mathematics......Page 38
Key Issues and Trends in Research on Mathematical Education......Page 56
How Mathematics Teaching Develops Pupils\' Reasoning Systems......Page 77
Developing Mathematics Education in a Systemic Process......Page 92
Regular Lectures......Page 110
Widening the lens - changing the focus: Researching and describing language practices in multilingual classrooms in South Africa......Page 111
Gaudi\'s Ideas for Your Classroom: Geometry for Three-Dimensional Citizens......Page 114
Cognitive Processes in Algebraic Thinking and Implications for Teaching......Page 116
A Perspective for Teaching Elementary School Mathematics based on the Research Literature......Page 119
Overcoming Obstacles to the Democratisation of Mathematics Education......Page 121
What Research Evidence Tells Us About Effective Mathematics Teaching for Children aged 6-13......Page 124
A Sociocultural Approach to Infinitesimal Calculus......Page 127
Cultural Cross-Purposes and Expectation as Barriers to Success in Mathematics......Page 130
Histrical Trends in Mathematics Education: Developing International Perspective......Page 132
The Dilemmas of Preparing Teachers to Teach Mathematics within a Constructivist Framework......Page 134
Geometry in Russian Schools: Traditions of Past and State in Present......Page 137
Towards A Theory of Learning Advanced Mathematical Concepts......Page 140
On the Role of Politics in the Development of Mathematics in Africa......Page 143
National Standards, Local Control of Curriculum: Setting the Course of Mathematics Education in the United States......Page 145
Mathematics Instruction Unbound: The Contribution of Journal L\'enseignement mathématique......Page 147
Research on Student Teachers\' Learning in Mathematics and Mathematics Education......Page 150
Eliciting Mathematical Ideas from Students: Towards its Realization in Japanese Curricula......Page 152
California\'s Back-to-Basics Policies and the 1999 Textbook Adoption......Page 154
Historical Sources in the Mathematics Classroom: Ideas and Experiences......Page 155
Mathematical Artifact Production: Broadening the View of \"Doing Mathematics\"......Page 158
Primary Arithmetic Based on Piaget\'s Constructivism......Page 161
Exams in Mathematics (secondary school) - Russian Experience: Traditions, Changes, Difficulties......Page 163
When Machines Do Mathematics, then What Do Mathematics Teachers Teach?......Page 165
Narrative Elements in Mathematical Argumentations in Primary Education......Page 167
The Role of Personal Computing Technology in Mathematics Education: Today and Tomorrow......Page 170
New Technologies as a Bridge between Various Parts of Mathematics for Pre-service Students Teachers......Page 172
History of Mathematics in Educational Research and Mathematics Teaching - the Case of Probability and Statistics......Page 174
The Socio-cultural Turn in Studying the Teaching and Learning of Mathematics......Page 176
In Search of an East Asian Identity in Mathematics Education - the Legacy of an Old Culture and the Impact of Modern Technology......Page 178
Automated Reasoning and Educational Intelligent Platform......Page 181
Does Practice Make Perfect?......Page 184
Enhancing the Mathematical Knowledge of Primary Teachers......Page 187
Modeling the Teacher\'s Situation in the Classroom......Page 190
Crucial Issues in Teaching of Symbolic Expressions......Page 193
Mentoring in Mathematics Teaching and Teacher Preparation in Zimbabwe......Page 196
Computer Science and Toward an Approach in Research on Mathematical Education......Page 198
Can College Mathematics in Japan Survive? A Project of Reform......Page 200
Student\'s Levels of Understanding Word Problems......Page 203
Teaching Geometry in a Changing World......Page 205
Mathematics for Mathematics Teachers -On Statistics-......Page 207
Mathematics Education for and in the Dominant and Other Cultures: A Multicultural Inquiry......Page 209
Mathematics Education for Gifted Students in Korea......Page 211
Designing Instruction of Values in School Mathematics......Page 214
Some Characteristic Features of Wasan: The Japanese Traditional Mathematics......Page 216
Reinventing the Teacher the Teacher as Student; the Teacher as Scholar: the Teacher as Teacher......Page 219
The Intuitive Rules Theory: Comparison Situations and Infinite Processes......Page 222
Real-World Knowledge and the Modeling of School Word Problems......Page 224
Mathematics Education - Procedures, Rituals and Man\'s Search for Meaning......Page 226
Children\'s Understanding of Basic Measurement Concept: A Cultural Perspective......Page 229
Mathematical Modelling In Middle School Education of China......Page 231
Visual Forms in Mathematics: Thinking, Communicating, Learning......Page 232
Mathematics Instruction through the Production of Manipulative Materails......Page 235
Working Groups for Action......Page 238
WGA 1: Mathematics Education in Pre- and Primary School......Page 239
WGA 2: Mathematics Education in Junior Secondary School......Page 245
WGA 3: Mathematics Education in Senior Secondary Schools......Page 251
WGA 4: Mathematics Education in Two-Year Colleges and Other Tertiary Institutions......Page 257
WGA 5: Mathematics Education in Universities......Page 262
WGA 6: Adult and Life-long Education in Mathematics......Page 267
WGA 7: The Professional Pre-and In-service Education of Mathematics Teachers......Page 272
WGA 8: Research, Practice and Theory of Mathematics Education......Page 277
WGA 9: Communication and Language in Mathematics Education......Page 283
WGA 10: Assessment in Mathematics Education......Page 289
WGA 11: The Use of Technology in Mathematics Education (Computers, Calculators, IT Media)......Page 292
WGA 12: The Social and Political Dimensions of Mathematics Education......Page 297
WGA 13: History and Culture in mathematics Education......Page 306
Topic Study Groups......Page 311
TSG 1: The Teaching and Learning of Algebra......Page 312
TSG 2: The Teaching and Learning of Geometry......Page 316
TSG 3: The Teaching and Learning of Calculus......Page 319
TSG 4: The Teaching and Learning of Statistics......Page 322
TSG 5: Teaching and Learning Aids and Materials (Hands-on) in Mathematics Education......Page 326
TSG 6: Distance Learning in Mathematics Education......Page 328
TSG 7: The Use of Multimedia in Mathematics Education......Page 332
TSG 8: Vocational Mathematics Education......Page 335
TSG 9: Mathematical Modeling and Links between Mathematics and Other Subjects......Page 338
TSG 10: Trends in Mathematics and Mathematical Sciences: Their Reflections on Mathematics Education......Page 342
TSG 11: Problem Solving in Mathematics Education......Page 344
TSG 12: Proof and Proving in Mathematics Education......Page 346
TSG 13: Mathematical Learning and Cognitive Processes......Page 350
TSG 14: Constructivism in Mathematics Education......Page 354
TSG 15: Mathematics Education for Students with Special Needs......Page 358
TSG 16: Creativity in Mathematics Education and the Education of Gifted Students......Page 362
TSG 17: Mathematics Education and Equity......Page 366
TSG 18: Mathematics Competitions in Mathematics Education......Page 369
TSG 19: Entrance Examinations and Public Examinations in Mathematics Education......Page 371
TSG 20: Art and Mathematics Education......Page 373
TSG 21: Ethnomathematics......Page 376
TSG 22: Topics in Mathematics Education in Asian Countries......Page 380
TSG 23: TIMSS and Comparative Studies in Mathematics Education......Page 384
Presentation by Distribution and Reports on Working Groups......Page 388
Presentation by Distribution at WGAs & TSGs......Page 389
ICMI Studies......Page 390
Summary Report of the ICMI Study: The Teaching and Learning of Mathematics at University Level......Page 391
The Role of History of Mathematics in the Teaching and Learning of Mathematics: Presentation of the ICMI Study and the Study Book......Page 393
Affiliated Study Groups......Page 397
History of Mathematics at ICME 9......Page 398
International Organisation of Women and Mathematics Education......Page 399
Psychology of Mathematics Education at ICME 9......Page 401
Report on WFNMC Meeting......Page 403
The Forum of All Chinese Mathematics Educators at ICME 9......Page 405
Secretary\'s Closing Remarks......Page 410
List of Participants......Page 420
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