In this innovative book, Nathalie Sinclair makes a compelling case for the inclusion of the aesthetic in the teaching and learning of mathematics. Using a provocative set of philosophical, psychological, mathematical, technological, and educational insights, she illuminates how the materials and approaches we use in the mathematics classroom can be enriched for the benefit of all learners. While ranging in scope from the young learner to the professional mathematician, there is a particular focus on middle school, where negative feelings toward mathematics frequently begin. Offering specific recommendations to help teachers evoke and nurture their students’ aesthetic abilities, this book:
<ul>
<li>Features powerful episodes from the classroom that show students in the act of developing a sense of mathematical aesthetics.</li>
<li>Analyzes how aesthetic sensibilities to qualities such as connectedness, fruitfulness, apparent simplicity, visual appeal, and surprise are fundamental to mathematical inquiry.</li>
<li>Includes examples of mathematical inquiry in computer-based learning environments, revealing some of the roles they play in supporting students’ aesthetic inclinations.</li>
</ul>

Mathematics and Beauty: Aesthetic Approaches to Teaching Children

Education & Teaching

Sinclair, Nathalie

Schools & Teaching

Teachers' College Press

This book explores alternative ways to consider the relationship between mathematics and the material world. Drawing on the philosophy of Gilles Châtelet and the post-humanist materialism of Karen Barad, the authors present an "inclusive materialist" approach to studying mathematics education. This approach offers a fresh perspective on human and nonhuman bodies, challenging current assumptions about the role of the senses, language, and ability in teaching and learning mathematics. Each chapter provides empirical examples from the classroom that demonstrate how inclusive materialism can be applied to a wide range of concerns in the field. The authors analyze recent studies on students' gestures, expressions, and drawings in order to establish a link between mathematical activity and mathematical concepts. Mathematics and the Body expands the landscape of research in mathematics education and will be an essential resource for teachers, students, and researchers alike.

Mathematics and the Body: Material Entanglements in the Classroom (Learning in Doing: Social, Cognitive and Computational Perspectives)

Health, Fitness & Dieting

De Freitas, Elizabeth

Psychology & Counseling

Cambridge University Press

In Disrupting Boundaries in Education and Research, six educational researchers explore together the potentialities of transdisciplinary research that de-centres human behaviour and gives materiality its due in the making of educational worlds. The book presents accounts of what happens when researchers think and act with new materiality and post-human theories to disrupt boundaries such as self and other, human and non-human, representation and objectivity. Each of the core chapters works with different new materiality concepts to disrupt these boundaries and to consider the emotive, sensory, nuanced, material and technological aspects of learning in diverse settings, such as in mathematics and learning to swim, discovering the bio-products of 'eco-sustainable' building, making videos and contending with digital government and its alienating effects. When humans are no longer at the centre of the unfolding world it is both disorienting and exhilarating. This book is an invitation to continue along these paths.

Disrupting Boundaries in Education and Research

MacDonald, Margaret

Smythe, Suzanne

Hill, Cher

Dagenais, Diane

Toohey, Kelleen

Lesson Play in Mathematics Education:: A Tool for Research and Professional Development

Lesson play is a novel construct in research and teachers’ professional development in mathematics education. Lesson play refers to a lesson or part of a lesson presented in dialogue form―inspired in part by Lakatos’s evocative Proofs and Refutations―featuring imagined interactions between a teacher and her/his students. We have been using and refining our use of this tool for a number of years and using it in a variety of situations involving mathematics thinking and learning. The goal of this proposed book is to offer a comprehensive survey of the affordances of the tool, the results of our studies―particularly in the area of pre-service teacher education, and the reasons that the tool offers such productive possibilities for both researchers and teacher educators.

Science & Math

Liljedahl, Peter

Zazkis, Rina

Mathematics

Springer

Lesson play is a novel construct in research and teachers’ professional development in mathematics education. Lesson play refers to a lesson or part of a lesson presented in dialogue form―inspired in part by Lakatos’s evocative Proofs and Refutations―featuring imagined interactions between a teacher and her/his students. We have been using and refining our use of this tool for a number of years and using it in a variety of situations involving mathematics thinking and learning. The goal of this proposed book is to offer a comprehensive survey of the affordances of the tool, the results of our studies―particularly in the area of pre-service teacher education, and the reasons that the tool offers such productive possibilities for both researchers and teacher educators.

This volume investigates the evolution of the geometry curriculum in the United States over the past 150 years. A primary goal is to increase awareness of the shape and nature of the current geometry curriculum by explaining how things have come to be as they are. Given the limited access to first-hand accounts of the enacted geometry curriculum during the past 150 years, the monograph relies on textbooks to provide a record of the implemented curriculum at any given point in time. Policy documents can provide insight into the choices made in textbooks by hinting at the issues considered and the recommendations made. The monograph is organized in a chronological sequence of "notable events" leading to discernable changes in thinking about the geometry curriculum over the past century and a half”roughly the extent of time during which geometry has been taught in American schools. Notable events include important reports or commissions, influential texts, new schools of thought, and developments in learning technologies. These events affected, among other things: content and aims of the geometry curriculum; the nature of mathematical activity as construed by both mathematicians and mathematics educators; and, the resources students are given for engaging in mathematical activity. Before embarking through the notable events, it is necessary to consider the "big bang" of geometry, namely the moment in time that shaped the future life of the geometry curriculum. This corresponds to the emergence of Euclidean geometry. Given its influence on the shape of the geometry curriculum, familiarity with the nature of the geometry articulated in Euclid's Elements is essential to understanding the many tensions that surround the school geometry curriculum. Several themes emerge over the course of the monograph, and include: the aims and means of the geometry curriculum, the importance of proof in geometry, the role of visualization and tactile experiences, the fusion between solid and plane geometry, the curricular connections between geometry and algebra, and the use of motion and continuity. The intended audience would include curriculum developers, researchers, teachers, and curriculum supervisors.

The History of the Geometry Curriculum in the United States (Research in Mathematics Education)

Information Age Publishing

A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi This volume investigates the evolution of the geometry curriculum in the United States over the past 150 years. A primary goal is to increase awareness of the nature of the current geometry curriculum by investigating the historical, mathematical and pedagogical influences that it has sustained since its inception. Given the limited access to first-hand accounts of the enacted geometry curriculum during the past 150 years, the book relies on textbooks to provide a record of the implemented curriculum at any given point in time and on policy documents and journal articles to provide insight into the prevalent issues and arguments of the day. The book is organized in a chronological sequence of "notable events" leading to discernable changes in thinking about the geometry curriculum over the past century and a half-roughly the extent of time during which geometry has been taught in American schools. Notable events include important reports or commissions, influential texts, new schools of thought, and developments in learning technologies. These events affected, among other things: content and aims of the geometry curriculum; the nature of mathematical activity as construed by both mathematicians and mathematics educators; and, the resources students are given for engaging in mathematical activity. Before embarking through the notable events, it is necessary to consider the "big bang" of geometry, namely the moment in time that shaped the future life of the geometry curriculum. This corresponds to the emergence of Euclidean geometry. Given its influence on the shape of the geometry curriculum, familiarity with the nature of the geometry articulated in Euclid's Elements is essential to understanding the many tensions that surround the school geometry curriculum. Several themes emerge over the course of the monograph, and include: the aims and means of the geometry curriculum, the importance of proof in geometry, the role of visualization and tactile experiences, the fusion between solid and plane geometry, the curricular connections between geometry and algebra, and the use of motion and continuity. The intended audience would include curriculum developers, researchers, teachers, and curriculum supervisors.

The History of the Geometry Curriculum in the United States (Hc) (Research in Mathematics Education)

See the best price to sell, buy, or rent books by Sinclair, Nathalie. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Sinclair, Nathalie

See the best price to sell, buy, or rent books by Sinclair, Nathalie. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Mathematics and Beauty: Aesthetic Approaches to Teaching Children

Mathematics and the Body: Material Entanglements in the Classroom (Learning in Doing: Social, Cognitive and Computational Perspectives)

Disrupting Boundaries in Education and Research

Lesson Play in Mathematics Education:: A Tool for Research and Professional Development

Lesson Play in Mathematics Education:: A Tool for Research and Professional Development

The History of the Geometry Curriculum in the United States (Research in Mathematics Education)

The History of the Geometry Curriculum in the United States (Hc) (Research in Mathematics Education)