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THE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by “education” and speak about the models and metaphors that are used when people talk, write, and act in the domain of education. We need to look at the assu- tions and processes that the models and metaphors implicitly and explicitly contain. I feel we should explore whether there is a specific thrust to mat- matics education in the here and now, and be very practical about it. For me education is the enhancement of knowledge and understanding, and there is a strong and unbreakable link between the two. There seems l- tle point in acquiring knowledge without understanding its meaning. Nor is it enough to gain a deep understanding of problems without gaining the appropriate knowledge to work for their solution. Thus knowledge and understanding are each necessary conditions for the process of education, but only when they are linked will the process bear fruit. Only in the b- anced interplay of knowledge and understanding can we expect to achieve genuine education.

Developmental psychology --- Didactics --- Teaching --- Mathematics --- Educational psychology --- Study methods --- Sociology of the family. Sociology of sexuality --- Sex differences in education. --- Women in mathematics. --- Mathematical ability --- Sex differences. --- Study and teaching. --- Mathematics. --- Mathematics Education. --- International and Comparative Education. --- Ontwikkelingspsychologie --- Sociologie van het gezin. Sociologie van de seksualiteit --- Pedagogische psychologie --- Studiemethodiek --- Didactiek --- Onderwijskunde --- Wiskunde --- Mathematics—Study and teaching . --- International education . --- Comparative education. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- History --- Sex differences --- International --- Academic performance --- Girls --- Curriculum --- Choice of study --- Book --- Chiffres

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First published in 1986, the first ICMI study is concerned with the influence of computers and computer science on mathematics and its teaching in the last years of school and at tertiary level. In particular, it explores the way the computer has influenced mathematics itself and the way in which mathematicians work, likely influences on the curriculum of high-school and undergraduate students, and the way in which the computer can be used to improve mathematics teaching and learning. The book comprises a report of the meeting held in Strasbourg in March 1985, plus several papers contributed to that meeting.

Mathematics --- Computers --- Computer science --- Study and teaching --- Computer-assisted instruction

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In recent years, there have been an expansion and renewal of the statistics content in the mathematics curricula in many countries through all school grade levels from primary to secondary levels. However, no similar attention has been paid to the preparation of mathematics teacher to teach statistics at these levels. This book presents the results from the Joint ICMI/IASE Study, Teaching Statistics in School Mathematics. Challenges for Teaching and Teacher Education that was  intended to address the lack of attention  to teaching statistics by promoting international collaborative  research specifically focussed on the education and professional development of teachers to teach statistics.The volume covers a very wide field, including examples of statistics curricula and teacher education programmes around the world; analysis of the fundamentals to teaching statistics;  survey chapters of research related to teachers’ attitudes, beliefs and knowledge related to fundamental statistics ideas and its teaching; and analyses of challenges and experiences related to training teachers to teach statistics. The book is designed to be useful to researchers in mathematics education and statistics education teacher educators,  and people involved in curricular development in statistics with the hope that it will foster further research in the problems related to educating teachers to teach statistics at different school levels. It could be of interest to teachers themselves, since the basic ideas for teaching statistics and the research summarised  in the book both in learning difficulties or teaching strategies is applicable in both the training of students and teachers.  .

Research -- Mathematical models. --- Statistics -- Research. --- Statistics -- Study and teaching. --- Statistics. --- Statistics --- Mathematics --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Education, Special Topics --- Mathematical Statistics --- Study and teaching --- Study and teaching. --- Education. --- Mathematics Education. --- Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law. --- Statistics for Social Science, Behavioral Science, Education, Public Policy, and Law. --- Statistical analysis --- Statistical data --- Statistical methods --- Statistical science --- Econometrics --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Mathematics. --- Statistics for Social Sciences, Humanities, Law. --- Math --- Science --- Mathematics—Study and teaching . --- Statistics .

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The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators. Preparing and maintaining a high-quality, professional teaching force that can teach mathematics effectively and prepare youth for a future of social responsibility is a worldwide challenge. As such, systems of teacher education, both initial and continuing, are essential to the success of mathematics educators and their students. More international exchange of knowledge and information about the professional development would certainly benefit both groups, and this volume seeks to address the need. The Professional Education and Development of Teachers of Mathematics offers a cross-cultural conversation about mathematics teacher education in mathematics around the world with attention given to research, theory, practice and policy.

Mathematics -- Study and teaching. --- Mathematics teachers -- In-service training. --- Mathematics teachers -- Training of. --- Mathematics teachers --- Mathematics --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Mathematics Teaching & Research --- Education, Special Topics --- Mathematical Theory --- Training of --- In-service training --- Study and teaching --- Training of. --- In-service training. --- Study and teaching. --- Teacher training --- Education. --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Teachers --- Mathematics. --- Math --- Science --- Mathematics—Study and teaching . --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training