Focus on Mathematics Education Research


Keith Patterson (Editor)

Series: Mathematics Research Developments
BISAC: EDU029010

Lecturing quality and professional development for lecturers has received growing attention within international undergraduate mathematics forums. The use of videos to inform teacher-practice has been common in research and in pre-service teacher education for many years. However, more recent interest has focused on how videos may be used for professional development of teachers, as separate from the more common research focus. It is indisputable that the verification of the gained knowledge constitutes a significant part of educational process. It not only provides the pupils and their parents with important information on the level of gained capabilities, but it is also a form of control for a teacher who can on the basis of them assess the efficiency of the methods used in the teaching process. Early mathematics education is foundational and attention to quality early math education is vital to ensure students succeed in schools. This book also looks at an innovative approach designed for mathematics in chemistry degree courses, which takes advantage of the Laplace Transform versatility. Strong content knowledge not only allows mathematics teachers to recognize students’ misconceptions, but it also enables them to direct students to a deeper understanding of the concepts involved. There is empirical evidence to indicate that mathematics teachers who possess deep content knowledge in the subject area tend to have greater repertoire of effective instructional strategies. Since the late eighties, research on the history of mathematics education in Spain has experienced an increase. The increase of calls for research projects both at national and regional level, has contributed to the creation of research groups and it has injected economic resources to research in this field. (Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1. Research Mathematicians and Mathematics Educators: Collaborating for Professional Development
Greg Oates and Tanya Evans (University of Tasmania, Tasmania, Australia)

Chapter 2. The Educational Research of Mathematical Competence
Lucia Csachová, Ján Gunèaga, Mária Jureèková (Catholic University in Ružomberok, Slovakia)

Chapter 3. An Analysis of Instruments that Measure the Quality of Early Mathematics Instruction in Early Childhood Settings
Bilge Cerezci, Jie-Qi Chen (Erikson Institute, Chicago, IL, USA)

Chapter 4. Laplace Transform in Chemistry Degrees Mathematics Courses
Victor Martinez-Luaces (Universidad de la Republica, Montevideo, Uruguay)

Chapter 5. Solving Linear Equations: Will This Pose as a Challenge to Elementary Pre-Service Teachers?
Bing Hiong Ngu and Huy P. Phan (University of New England, Armidale, Australia)

Chapter 6. Research Trends in the History of Mathematics Education: The Spanish Case
Alexander Maz-Machado, María José Madrid, Carmen León-Mantero, Noelia Jiménez-Fanjul (University of Córdoba, Córdoba, Spain and others)


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