Mathematics as a constructive activity: Learners generating examples
This book explains and demonstrates the teaching strategy of asking learners to construct their own examples of mathematical objects. The authors show that the creation of examples can involve transforming and reorganizing knowledge and that, although this is usually done by authors and teachers, if...
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| Format: | Book |
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Lawrence Erlbaum Associates
2005
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| _version_ | 1826297911257858048 |
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| author | Watson, A Mason, J |
| author_facet | Watson, A Mason, J |
| author_sort | Watson, A |
| collection | OXFORD |
| description | This book explains and demonstrates the teaching strategy of asking learners to construct their own examples of mathematical objects. The authors show that the creation of examples can involve transforming and reorganizing knowledge and that, although this is usually done by authors and teachers, if the responsibility for making examples is transferred to learners, their knowledge structures can be developed and extended. A multitude of examples to illustrate this is provided, spanning primary, secondary, and college levels. Readers are invited to learn from their own past experience augmented by tasks provided in the book, and are given direct experience of constructing examples through a collection of many tasks at many levels. Classroom stories show the practicalities of introducing such shifts in mathematics education. The authors examine how their approach relates to improving the learning of mathematics and raise future research questions. Based on the authors' and others' theoretical and practical experience, the book includes a combination of exercises for the reader, practical applications for teaching, and solid scholarly grounding. The ideas presented are generic in nature and thus applicable across every phase of mathematics teaching and learning. Although the teaching methods offered are ones that engage learners imaginatively, these are also applied to traditional approaches to mathematics education; all tasks offered in the book are within conventional mathematics curriculum content. Mathematics as a Constructive Activity: Learners Generating Examples is intended for mathematics teacher educators, mathematics teachers, curriculum developers, task and test designers, and classroom researchers, and for use as a text in graduate-level mathematics education courses. © 2005 by Lawrence Erlbaum Associates, Inc. All rights reserved. |
| first_indexed | 2024-03-07T04:38:50Z |
| format | Book |
| id | oxford-uuid:d0e74a0d-01a6-446f-befd-f6e3941e311b |
| institution | University of Oxford |
| last_indexed | 2024-03-07T04:38:50Z |
| publishDate | 2005 |
| publisher | Lawrence Erlbaum Associates |
| record_format | dspace |
| spelling | oxford-uuid:d0e74a0d-01a6-446f-befd-f6e3941e311b2022-03-27T07:53:22ZMathematics as a constructive activity: Learners generating examplesBookhttp://purl.org/coar/resource_type/c_2f33uuid:d0e74a0d-01a6-446f-befd-f6e3941e311bSymplectic Elements at OxfordLawrence Erlbaum Associates2005Watson, AMason, JThis book explains and demonstrates the teaching strategy of asking learners to construct their own examples of mathematical objects. The authors show that the creation of examples can involve transforming and reorganizing knowledge and that, although this is usually done by authors and teachers, if the responsibility for making examples is transferred to learners, their knowledge structures can be developed and extended. A multitude of examples to illustrate this is provided, spanning primary, secondary, and college levels. Readers are invited to learn from their own past experience augmented by tasks provided in the book, and are given direct experience of constructing examples through a collection of many tasks at many levels. Classroom stories show the practicalities of introducing such shifts in mathematics education. The authors examine how their approach relates to improving the learning of mathematics and raise future research questions. Based on the authors' and others' theoretical and practical experience, the book includes a combination of exercises for the reader, practical applications for teaching, and solid scholarly grounding. The ideas presented are generic in nature and thus applicable across every phase of mathematics teaching and learning. Although the teaching methods offered are ones that engage learners imaginatively, these are also applied to traditional approaches to mathematics education; all tasks offered in the book are within conventional mathematics curriculum content. Mathematics as a Constructive Activity: Learners Generating Examples is intended for mathematics teacher educators, mathematics teachers, curriculum developers, task and test designers, and classroom researchers, and for use as a text in graduate-level mathematics education courses. © 2005 by Lawrence Erlbaum Associates, Inc. All rights reserved. |
| spellingShingle | Watson, A Mason, J Mathematics as a constructive activity: Learners generating examples |
| title | Mathematics as a constructive activity: Learners generating examples |
| title_full | Mathematics as a constructive activity: Learners generating examples |
| title_fullStr | Mathematics as a constructive activity: Learners generating examples |
| title_full_unstemmed | Mathematics as a constructive activity: Learners generating examples |
| title_short | Mathematics as a constructive activity: Learners generating examples |
| title_sort | mathematics as a constructive activity learners generating examples |
| work_keys_str_mv | AT watsona mathematicsasaconstructiveactivitylearnersgeneratingexamples AT masonj mathematicsasaconstructiveactivitylearnersgeneratingexamples |