Overview

This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school. It does this by reporting on major results and implications of the Problem@Web project that investigated youngsters’ mathematical problem solving and, in particular, their use of digital technologies in tackling, and communicating the results of their problem solving, in environments beyond school. The book has two focuses: Mathematical problem solving skills and strategies, forms of representing and expressing mathematical thinking, technological-based solutions; and students´ and teachers´ perspectives on mathematics learning, especially school compared to beyond-school mathematics.

Full Product Details

Author:   Susana Carreira ,  Keith Jones ,  Nélia Amado ,  Hélia Jacinto
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Edition:   1st ed. 2016
Volume:   5
Dimensions:   Width: 15.50cm , Height: 1.80cm , Length: 23.50cm
Weight:   5.384kg
ISBN:  

9783319249087

ISBN 10:   3319249088
Pages:   255
Publication Date:   02 March 2016
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Foreword.- Preface.- Mathematical problem-solving with technology: an overview of the Problem@Web project.- Youngsters solving mathematical problems with technology: their experiences.- Perspectives of teachers on youngsters solving mathematical problems with technology.- Theoretical perspectives on youngsters solving mathematical problems with technology.- Digitally expressing conceptual models of geometrical invariance.- Digitally expressing algebraic thinking in quantity variation.- Youngsters solving mathematical problems with technology: findings and implications.- Afterword.

Reviews

I enjoyed reading the book and I enjoyed my time solving the problems also by putting myself in young students' shoes. I can see the benefit of using these problems as well as the suggested solutions in secondary mathematics problem-solving activities. I am planning to use some of these problems (and suggested solutions) with undergraduate, graduate and teacher students as a trigger for a discussion on problem-solving also with digital environments. (Irene Biza, Research in Mathematics Education, Vol. 19 (3), 2018) This book is an extensive summary/report of a three year project where schoolchildren were given problems to solve outside the usual classroom problems. ... this study is invaluable in giving modern mathematical educators insights into adapting modern pedagogical techniques to reflect how young people solve problems. ... all will find something that they can use to improve the effectiveness of their teaching. (Charles Ashbacher, MAA Reviews, maa.org, May, 2016)

This book is an extensive summary/report of a three year project where schoolchildren were given problems to solve outside the usual classroom problems. ... this study is invaluable in giving modern mathematical educators insights into adapting modern pedagogical techniques to reflect how young people solve problems. ... all will find something that they can use to improve the effectiveness of their teaching. (Charles Ashbacher, MAA Reviews, maa.org, May, 2016)

“I enjoyed reading the book and I enjoyed my time solving the problems also by putting myself in young students’ shoes. I can see the benefit of using these problems as well as the suggested solutions in secondary mathematics problem-solving activities. I am planning to use some of these problems (and suggested solutions)with undergraduate, graduate and teacher students as a trigger for a discussion on problem-solving also with digital environments.” (Irene Biza, Research in Mathematics Education, Vol. 19 (3), 2018) “This book is an extensive summary/report of a three year project where schoolchildren were given problems to solve outside the usual classroom problems. … this study is invaluable in giving modern mathematical educators insights into adapting modern pedagogical techniques to reflect how young people solve problems. … all will find something that they can use to improve the effectiveness of their teaching.” (Charles Ashbacher, MAA Reviews, maa.org, May, 2016)

Author Information

Susana Carreira is an associate professor in the mathematics department of the Faculty of Sciences and Technology at the University of Algarve. Keith Jones is an associate professor in the School of Education at the University of Southampton. Nélia Amado is an assistant professor in the mathematics department of the Faculty of Sciences and Technology at the University of Algarve. Hélia Jacinto is a PhD student at the research unit of the Institute of Education of the University of Lisbon & Jose Saramago Middle School. Sandra Nobre is a PhD student and mathematics teacher, associated with the research unit of the Institute of Education of the University of Lisbon & Schools group of Paula Nogueira, Olhão, Portugal.

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