Proficiency and Beliefs in Learning and Teaching Mathematics : Learning from Alan Schoenfeld and Günter Törner.

Intro -- Proficiency and Beliefs in Learning and Teaching Mathematics: Learning from Alan Schoenfeld and Günter Törner -- TABLE OF CONTENTS -- Acknowledgements -- Part I: Introduction -- 1. Proficiency and Beliefs in Learning and Teaching Mathematics - An Introduction -- 2. About Alan H. Schoenfeld and His Work -- 3. About Günter Törner and His Work -- Part II: Proficient Performance, Beliefs, and Metacognition in Mathematical Thinking, Problem Solving, and Learning -- 4. Developing Problem Solving Skills in Elementary School - The Case of Data Analysis, Statistics, and Probability -- 5. Transmissive and Constructivist Beliefs of In-Service Mathematics Teachers and of Beginning University Students -- 6. Building on Schoenfeld's Studies of Metacognitive Control towards Social Metacognitive Control -- Part III: Proficient Performance, Beliefs, and Practices in Mathematics Teaching, andWays to Facilitate Them -- 7. The CAMTE Framework - A Tool for Developing Proficient Mathematics Teaching in Preschool -- 8. Integrating Noticing into the Modeling Equation -- 9. Teaching as Problem Solving - Collaborative Conversations as Found Talk-Aloud Protocols -- 10. Researching the Sustainable Impact of Professional Development Programmes on Participating Teachers' Beliefs -- 11. Capturing Mathematics Teachers' Professional Development in Terms of Beliefs -- 12. Mathematicians and Elementary School Mathematics Teachers - Meetings and Bridges -- Part IV: Issues and Perspectives on Research and Practice -- 13. Methodological Issues in Research and Development -- 14. A Mathematical Perspective on Educational Research -- 15. Issues Regarding the Concept of Mathematical Practices -- Part V: Reflections and Future Research Development -- 16. Looking Back and Ahead - Some Very Subjective Remarks on Research in Mathematics Education -- 17. Encore -- Author Biographies.

Index.

Efforts to improve mathematics education have led educators and researchers to not only study the nature of proficiency, beliefs, and practices in mathematics learning and teaching, but also identify and assess possible influences on students' and teachers' proficiencies, beliefs, and practices in learning and teaching mathematics. The complexity of these topics has fascinated researchers from various backgrounds, including psychologists, cognitive or learning scientists, mathematicians, and mathematics educators.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.