Invited lectures from the 13th international congress on mathematical education
Abstract
This book is Open Access under a CC BY 4.0 license.The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.
Details | Table of Contents
developing inquiring professionals
pp.1-18
https://doi.org/10.1007/978-3-319-72170-5_1pp.19-29
https://doi.org/10.1007/978-3-319-72170-5_2looking back and looking ahead
pp.31-48
https://doi.org/10.1007/978-3-319-72170-5_3modeling types of knowledge and their roles in learning
pp.65-84
https://doi.org/10.1007/978-3-319-72170-5_5pp.85-101
https://doi.org/10.1007/978-3-319-72170-5_6pp.103-114
https://doi.org/10.1007/978-3-319-72170-5_7pp.115-133
https://doi.org/10.1007/978-3-319-72170-5_8pp.135-154
https://doi.org/10.1007/978-3-319-72170-5_9a mathematical viewpoint of affective and cognitive interactions in learning
pp.155-174
https://doi.org/10.1007/978-3-319-72170-5_10pp.195-207
https://doi.org/10.1007/978-3-319-72170-5_12pp.209-228
https://doi.org/10.1007/978-3-319-72170-5_13a double insiders' view of the latest half century of the international commission on mathematical instruction
pp.229-247
https://doi.org/10.1007/978-3-319-72170-5_14pp.249-268
https://doi.org/10.1007/978-3-319-72170-5_15through the lens of the camera
pp.269-288
https://doi.org/10.1007/978-3-319-72170-5_16pp.307-324
https://doi.org/10.1007/978-3-319-72170-5_18an approach to cope with heterogeneity
pp.325-341
https://doi.org/10.1007/978-3-319-72170-5_19two case studies
pp.343-361
https://doi.org/10.1007/978-3-319-72170-5_20bridging the two research areas
pp.363-383
https://doi.org/10.1007/978-3-319-72170-5_21a review of the period 2006–2015
pp.385-399
https://doi.org/10.1007/978-3-319-72170-5_22promise, possibilities, and problems
pp.423-440
https://doi.org/10.1007/978-3-319-72170-5_24pp.441-462
https://doi.org/10.1007/978-3-319-72170-5_25pp.463-481
https://doi.org/10.1007/978-3-319-72170-5_26examining teachers' decision making
pp.483-500
https://doi.org/10.1007/978-3-319-72170-5_27a dialogue through modelling and simulation
pp.501-519
https://doi.org/10.1007/978-3-319-72170-5_28insights from a study of teaching practices in English schools
pp.521-540
https://doi.org/10.1007/978-3-319-72170-5_29pp.541-559
https://doi.org/10.1007/978-3-319-72170-5_30lessons from five continents
pp.561-580
https://doi.org/10.1007/978-3-319-72170-5_31exploring the functional world in a computer-enriched environment
pp.581-599
https://doi.org/10.1007/978-3-319-72170-5_32pp.601-618
https://doi.org/10.1007/978-3-319-72170-5_33pp.619-637
https://doi.org/10.1007/978-3-319-72170-5_34the uses and meanings given to numbers in different investigative situations
pp.639-650
https://doi.org/10.1007/978-3-319-72170-5_35spiral variation—the unspoken principle of algebra thinking used to develop chinese curriculum and instruction of the "two basics"
pp.651-667
https://doi.org/10.1007/978-3-319-72170-5_36pp.699-717
https://doi.org/10.1007/978-3-319-72170-5_39pp.719-730
https://doi.org/10.1007/978-3-319-72170-5_40research lessons as a context for reflection on learners' mathematical reasoning and sense-making
pp.731-748
https://doi.org/10.1007/978-3-319-72170-5_41script-writing as approximation of practice
pp.749-767
https://doi.org/10.1007/978-3-319-72170-5_42what did timss and pisa tell us in the last two decades?
pp.769-786
https://doi.org/10.1007/978-3-319-72170-5_43Publication details
Publisher: Springer
Place: Dordrecht
Year: 2018
Pages: 786
Series: ICME-13 Monographs
ISBN (hardback): 978-3-319-72169-9
ISBN (digital): 978-3-319-72170-5
Full citation:
Kaiser Gabriele, Forgasz Helen, Graven Mellony, Kuzniak Alain, Simmt Elaine, Xu Binyan (2018) Invited lectures from the 13th international congress on mathematical education. Dordrecht, Springer.