Researching Using Progressions Mathematics by Dianne Siemon (26 results)
Researching and Using Progressions (Trajectories) in Mathematics Education
Siemon, Dianne (EDT); Barkatsas, Tasos (EDT); Seah, Rebecca (EDT)
Language: English
Published by Brill, 2019
- Softcover
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Language: English
Published by Brill, 2019
- Softcover
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Language: English
Published by Brill, 2019
- Softcover
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Researching and Using Progressions (Trajectories) in Mathematics Education
Siemon, Dianne (EDT); Barkatsas, Tasos (EDT); Seah, Rebecca (EDT)
Language: English
Published by Brill, 2019
- Softcover
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Language: English
Published by Brill, 2019
- Softcover
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Researching and Using Progressions (Trajectories) in Mathematics Education
Siemon, Dianne (EDT); Barkatsas, Tasos (EDT); Seah, Rebecca (EDT)
Language: English
Published by Brill, 2019
- Softcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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Researching and Using Progressions (Trajectories) in Mathematics Education
Siemon, Dianne (EDT); Barkatsas, Tasos (EDT); Seah, Rebecca (EDT)
Language: English
Published by Brill, 2019
- Softcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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Language: English
Published by BRILL, 2019
- Softcover
- First Edition
Seller: moluna, Greven, Germanymoluna
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Condition: New. Über 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.
Language: English
Published by Koninklijke Brill BV Feb 2019, 2019
- Softcover
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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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.
Language: English
Published by Brill, NL, 2019
- Softcover
Seller: Rarewaves.com UK, London, United KingdomRarewaves.com UK
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Paperback. 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.
Researching and Using Progressions Trajectories in Mathematics Education
Siemon, Dianne (EDT); Barkatsas, Tasos (EDT); Seah, Rebecca (EDT)
Language: English
Published by Brill, 2019
- Hardcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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Language: English
Published by Brill, NL, 2019
- Hardcover
Seller: Rarewaves USA, HEBRON, KY, U.S.A.Rarewaves USA
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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 h…olds 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.
Language: English
Published by Brill, 2019
- Hardcover
Seller: PBShop.store US, Wood Dale, IL, U.S.A.PBShop.store US
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Language: English
Published by Brill, 2019
- Hardcover
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Researching and Using Progressions Trajectories in Mathematics Education
Siemon, Dianne (EDT); Barkatsas, Tasos (EDT); Seah, Rebecca (EDT)
Language: English
Published by Brill, 2019
- Hardcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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Researching and Using Progressions Trajectories in Mathematics Education
Siemon, Dianne (EDT); Barkatsas, Tasos (EDT); Seah, Rebecca (EDT)
Language: English
Published by Brill, 2019
- Hardcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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Researching and Using Progressions Trajectories in Mathematics Education
Siemon, Dianne (EDT); Barkatsas, Tasos (EDT); Seah, Rebecca (EDT)
Language: English
Published by Brill, 2019
- Hardcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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£ 149.72
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Condition: As New. Unread book in perfect condition.
Language: English
Published by Brill, NL, 2019
- Hardcover
Seller: Rarewaves.com USA, London, LONDO, United KingdomRarewaves.com USA
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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 h…olds 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.
Language: English
Published by Brill, NL, 2019
- Hardcover
Seller: Rarewaves USA United, HEBRON, KY, U.S.A.Rarewaves USA United
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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 h…olds 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.
Language: English
Published by BRILL, 2019
- Hardcover
- First Edition
Seller: moluna, Greven, Germanymoluna
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£ 152.95
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Condition: New. Über 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.
Language: English
Published by Brill, NL, 2019
- Hardcover
Seller: Rarewaves.com UK, London, United KingdomRarewaves.com UK
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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 h…olds 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.
Language: English
Published by Koninklijke Brill BV Feb 2019, 2019
- Hardcover
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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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 observa…tion 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.
Language: English
Published by Brill | Sense, 2019
- Softcover
- Print on Demand
Seller: Brook Bookstore On Demand, Napoli, NA, ItalyBrook Bookstore On Demand
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Researching and Using Progressions (Trajectories) in Mathematics Education
Siemon, Dianne (Editor)/ Barkatsas, Tasos (Editor)/ Seah, Rebecca (Editor)
Language: English
Published by Sense Pub, 2019
- Softcover
- Print on Demand
Seller: Revaluation Books, Exeter, United KingdomRevaluation Books
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Paperback. Condition: Brand New. 239 pages. 9.25x6.25x0.75 inches. In Stock. This item is printed on demand.
Language: English
Published by Brill | Sense, 2019
- Hardcover
- Print on Demand
Seller: Brook Bookstore On Demand, Napoli, NA, ItalyBrook Bookstore On Demand
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Researching and Using Progressions Trajectories in Mathematics Education
Siemon, Dianne (Editor)/ Barkatsas, Tasos (Editor)/ Seah, Rebecca (Editor)
Language: English
Published by Sense Pub, 2019
- Hardcover
- Print on Demand
Seller: Revaluation Books, Exeter, United KingdomRevaluation Books
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Hardcover. Condition: Brand New. 215 pages. 9.25x6.10x0.83 inches. In Stock. This item is printed on demand.
