Siemon Dianne (36 results)

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PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

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Paperback. Condition: new. Paperback. Enable your students to become confident, proactive teachers of mathematics. At the forefront of research in mathematics education, this new edition of Teaching Mathematics: Foundations to Middle Years continues to provide knowledge to future teachers of mathematics with the information and resources they need to help them prepare for the classroom. Following an evidence-based approach focused on identifying and reflecting on student reasoning, pre-service teachers are encouraged to develop a deep understanding of the big ideas in mathematics and the connections between them.Now in its third edition, this text has been revised extensively, with a new structure that points more directly to the learning progressions involved in developing a deep understanding of mathematics from the early to middle years of schooling. Interspersed throughout the text are activities and thought-provoking teaching scenarios for pre-service teachers to explore, whether individually, in groups or in the classroom.The authors detailed knowledge of mathematics and mathematics teaching combines effectively with the books teaching and learning features to help pre-service teachers develop the deep understanding of mathematics and the teaching and learning of mathematics needed to become confident, enthusiastic teachers of mathematics.New to this Edition:New pedagogical structure allows for easier navigation and aligns with how mathematics education is organisedBig Ideas at the beginning of each chapter provide a summary of the key ideas in mathematics and link to the new Learning Progression framework at the beginning of the bookActivities are varied for the range of ages and diversity of students in mathematics classroomsMaking Connections have been updated to include STEM, ICT concepts and cultural connectionsTry it Yourself activities to develop pre-service teachers knowledge and assist with building confidence in teaching mathematics to a wide range of studentsTeachers in Practice are written by practising teachers and provide teaching strategies for pre-service teachers to consider when in the classroomTeacher Tips provide short snippets of practical adviceExtend your Learning activities encourage pre-service teachers to think more broadly about their role in the school community. They provide tips on how to stimulate discussion in a team meeting and form the basis of group work tasks. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New. 2020. 3rd Edition. paperback. . . . . .

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Paperback. Condition: Brand New. 3rd edition. 780 pages. 9.84x8.27x1.18 inches. In Stock.

Condition: New. 2020. 3rd Edition. paperback. . . . . . Books ship from the US and Ireland.

Paperback. Condition: New. &Uumlber den AutorAnastasios (Tasos) Barkatsas is a Senior Academic in Mathematics and Statistics Education and a Quantitative Data Analyst at the School of Education, RMIT University, Australia and has published more than 100 re.

Paperback. Condition: new. Paperback. Enable your students to become confident, proactive teachers of mathematics. At the forefront of research in mathematics education, this new edition of Teaching Mathematics: Foundations to Middle Years continues to provide knowledge to future teachers of mathematics with the information and resources they need to help them prepare for the classroom. Following an evidence-based approach focused on identifying and reflecting on student reasoning, pre-service teachers are encouraged to develop a deep understanding of the big ideas in mathematics and the connections between them.Now in its third edition, this text has been revised extensively, with a new structure that points more directly to the learning progressions involved in developing a deep understanding of mathematics from the early to middle years of schooling. Interspersed throughout the text are activities and thought-provoking teaching scenarios for pre-service teachers to explore, whether individually, in groups or in the classroom.The authors detailed knowledge of mathematics and mathematics teaching combines effectively with the books teaching and learning features to help pre-service teachers develop the deep understanding of mathematics and the teaching and learning of mathematics needed to become confident, enthusiastic teachers of mathematics.New to this Edition:New pedagogical structure allows for easier navigation and aligns with how mathematics education is organisedBig Ideas at the beginning of each chapter provide a summary of the key ideas in mathematics and link to the new Learning Progression framework at the beginning of the bookActivities are varied for the range of ages and diversity of students in mathematics classroomsMaking Connections have been updated to include STEM, ICT concepts and cultural connectionsTry it Yourself activities to develop pre-service teachers knowledge and assist with building confidence in teaching mathematics to a wide range of studentsTeachers in Practice are written by practising teachers and provide teaching strategies for pre-service teachers to consider when in the classroomTeacher Tips provide short snippets of practical adviceExtend your Learning activities encourage pre-service teachers to think more broadly about their role in the school community. They provide tips on how to stimulate discussion in a team meeting and form the basis of group work tasks. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condition: New. &Uumlber den AutorrnrnDianne Siemon is Professor Emerita, School of Education, RMIT University.nnElizabeth Warren is Emeritus Professor, School of Education, Australian Catholic University.nnKim Beswick is Professor and Head of the School of Ed.

Taschenbuch. Condition: Neu. Neuware - Now in its third edition, Teaching Mathematics: Foundations to Middle Years provides future teachers of mathematics with the information and resources they need to help them prepare for the classroom. Following an evidenced-based approach focused on identifying and reflecting on student reasoning, pre-service teachers are encouraged to develop a deep understanding of the big ideas in mathematics and the connections between them.

Taschenbuch. Condition: Neu. Neuware - The relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time. This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered. Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

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Paperback. Condition: new. Paperback. Enable your students to become confident, proactive teachers of mathematics. At the forefront of research in mathematics education, this new edition of Teaching Mathematics: Foundations to Middle Years continues to provide knowledge to future teachers of mathematics with the information and resources they need to help them prepare for the classroom. Following an evidence-based approach focused on identifying and reflecting on student reasoning, pre-service teachers are encouraged to develop a deep understanding of the big ideas in mathematics and the connections between them.Now in its third edition, this text has been revised extensively, with a new structure that points more directly to the learning progressions involved in developing a deep understanding of mathematics from the early to middle years of schooling. Interspersed throughout the text are activities and thought-provoking teaching scenarios for pre-service teachers to explore, whether individually, in groups or in the classroom.The authors detailed knowledge of mathematics and mathematics teaching combines effectively with the books teaching and learning features to help pre-service teachers develop the deep understanding of mathematics and the teaching and learning of mathematics needed to become confident, enthusiastic teachers of mathematics.New to this Edition:New pedagogical structure allows for easier navigation and aligns with how mathematics education is organisedBig Ideas at the beginning of each chapter provide a summary of the key ideas in mathematics and link to the new Learning Progression framework at the beginning of the bookActivities are varied for the range of ages and diversity of students in mathematics classroomsMaking Connections have been updated to include STEM, ICT concepts and cultural connectionsTry it Yourself activities to develop pre-service teachers knowledge and assist with building confidence in teaching mathematics to a wide range of studentsTeachers in Practice are written by practising teachers and provide teaching strategies for pre-service teachers to consider when in the classroomTeacher Tips provide short snippets of practical adviceExtend your Learning activities encourage pre-service teachers to think more broadly about their role in the school community. They provide tips on how to stimulate discussion in a team meeting and form the basis of group work tasks. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Condition: As New. Unread book in perfect condition.

Hardback. Condition: New. The relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time.This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered.Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.

Condition: New. &Uumlber den AutorAnastasios (Tasos) Barkatsas is a Senior Academic in Mathematics and Statistics Education and a Quantitative Data Analyst at the School of Education, RMIT University, Australia and has published more than 100 re.

Paperback. Condition: New.

Buch. Condition: Neu. Neuware - The relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time. This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered. Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.

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