Theorems in School: From History, Epistemology and Cognition to Classroom Practice
Paolo Boero (ed.), Universita di Genova, Italy
During the last decade, a revaluation of proof and proving within mathematics curricula was recommended; great emphasis was put on the need of developing proof-related skills since the beginning of primary school.This book, addressing mathematics educators, teacher-trainers and teachers, is published as a contribution to the endeavour of renewing the teaching of proof (and theorems) on the basis of historical-epistemological, cognitive and didactical considerations. Authors come from eight countries and different research traditions: this fact offers a broad scientific and cultural perspective.
http://www.sensepublishers.com/catalog/files/9789077874219.pdf
Doing Teacher-Research: A Handbook for Perplexed Practitioners
W.-M. Roth, Applied Cognitive Science, University of Victoria, Canada
There are many teachers who think about doing research in their own classes and schools but who are perplexed by what appears to be involved. This book is intended for these perplexed practitioners, to provide them with an easily understandable narrative about the concrete praxis of doing research in their classrooms or in those of their teacher peers teaching next door or in the same school. The fundamental idea underlying this book is to provide an easily accessible but nevertheless intellectually honest text that allows teachers to increase their agency with respect to better understanding their praxis and the events in their classrooms by means of research.
http://www.sensepublishers.com/catalog/files/978-90-8790-061-8.pdf
The Re-Emergence of Values in Science Education
Deborah Corrigan, Monash University, Clayton, Australia and Justin Dillon, King's College, London, UK and Richard Gunstone, Monash University, Clayton, Australia (Eds.)
Issues relating to values have always had a place in the school science curriculum. Sometimes this has been only in terms of the inclusion of topics such as ‘the nature of science’ and/or ‘scientific method’ and/or particular intentions for laboratory work that relate to ‘scientific method.’ Sometimes it has been much broader, for example in curricula with STS emphases. Of importance to aspects of this proposal is that different countries/cultures have had different traditions in terms of the place of values in the school [science] curriculum. One obvious very broad difference of this form is the central place in [science] education thinking in many European countries of bildung, and the complete absence of this construct from most [science] curriculum thinking in English speaking contexts. There are numbers of such country/cultural differences.
http://www.sensepublishers.com/catalog/files/9789087900359.pdf
Teaching, Learning and other Miracles
Grace Feuerverger, OISE, University of Toronto, Canada
Award-winning author Grace Feuerverger explores teaching and learning in schools as a sacred life journey, a quest toward liberation. Written for teacher/educators who wish to make a real difference in the lives of their students, this book speaks to everyone who finds themselves, as she did, on winding and often treacherous paths, longing to discover the meaning and potential in their professional lives at school. A child of Holocaust survivors, Feuerverger wrote this book to tell how schools can be transformed into magical places where miracles happen. In an era of narrow agendas of ‘efficiency’ and ‘control,’ this book dares to suggest that education is and should always be about uplifting the human spirit.
http://www.sensepublishers.com/catalog/files/9789087900007.pdf
Soaring Beyond Boundaries: Women Breaking Educational Barriers in Traditional Societies
Reitumetse Obakeng Mabokela, Michigan State University, USA
Higher education systems in many countries are undergoing significant changes in response to variety of local, national, and international pressures. Among these, the shift from elitism to the provision of mass higher education; increased impact of internationalization and globalization, which are increasingly blurring national boundaries; increased competition among universities for limited resources to support higher education sector; the impact of technology and the knowledge economy; and the continuing quest educational for equity. …
http://www.sensepublishers.com/catalog/files/9789077874974.pdf
Paolo Boero (ed.), Universita di Genova, Italy
During the last decade, a revaluation of proof and proving within mathematics curricula was recommended; great emphasis was put on the need of developing proof-related skills since the beginning of primary school.This book, addressing mathematics educators, teacher-trainers and teachers, is published as a contribution to the endeavour of renewing the teaching of proof (and theorems) on the basis of historical-epistemological, cognitive and didactical considerations. Authors come from eight countries and different research traditions: this fact offers a broad scientific and cultural perspective.
http://www.sensepublishers.com/catalog/files/9789077874219.pdf
Doing Teacher-Research: A Handbook for Perplexed Practitioners
W.-M. Roth, Applied Cognitive Science, University of Victoria, Canada
There are many teachers who think about doing research in their own classes and schools but who are perplexed by what appears to be involved. This book is intended for these perplexed practitioners, to provide them with an easily understandable narrative about the concrete praxis of doing research in their classrooms or in those of their teacher peers teaching next door or in the same school. The fundamental idea underlying this book is to provide an easily accessible but nevertheless intellectually honest text that allows teachers to increase their agency with respect to better understanding their praxis and the events in their classrooms by means of research.
http://www.sensepublishers.com/catalog/files/978-90-8790-061-8.pdf
The Re-Emergence of Values in Science Education
Deborah Corrigan, Monash University, Clayton, Australia and Justin Dillon, King's College, London, UK and Richard Gunstone, Monash University, Clayton, Australia (Eds.)
Issues relating to values have always had a place in the school science curriculum. Sometimes this has been only in terms of the inclusion of topics such as ‘the nature of science’ and/or ‘scientific method’ and/or particular intentions for laboratory work that relate to ‘scientific method.’ Sometimes it has been much broader, for example in curricula with STS emphases. Of importance to aspects of this proposal is that different countries/cultures have had different traditions in terms of the place of values in the school [science] curriculum. One obvious very broad difference of this form is the central place in [science] education thinking in many European countries of bildung, and the complete absence of this construct from most [science] curriculum thinking in English speaking contexts. There are numbers of such country/cultural differences.
http://www.sensepublishers.com/catalog/files/9789087900359.pdf
Teaching, Learning and other Miracles
Grace Feuerverger, OISE, University of Toronto, Canada
Award-winning author Grace Feuerverger explores teaching and learning in schools as a sacred life journey, a quest toward liberation. Written for teacher/educators who wish to make a real difference in the lives of their students, this book speaks to everyone who finds themselves, as she did, on winding and often treacherous paths, longing to discover the meaning and potential in their professional lives at school. A child of Holocaust survivors, Feuerverger wrote this book to tell how schools can be transformed into magical places where miracles happen. In an era of narrow agendas of ‘efficiency’ and ‘control,’ this book dares to suggest that education is and should always be about uplifting the human spirit.
http://www.sensepublishers.com/catalog/files/9789087900007.pdf
Soaring Beyond Boundaries: Women Breaking Educational Barriers in Traditional Societies
Reitumetse Obakeng Mabokela, Michigan State University, USA
Higher education systems in many countries are undergoing significant changes in response to variety of local, national, and international pressures. Among these, the shift from elitism to the provision of mass higher education; increased impact of internationalization and globalization, which are increasingly blurring national boundaries; increased competition among universities for limited resources to support higher education sector; the impact of technology and the knowledge economy; and the continuing quest educational for equity. …
http://www.sensepublishers.com/catalog/files/9789077874974.pdf