Teaching of a specific subject Books

Book SynopsisOffers everything a teacher needs to teach, assess, and communicate with parents about basic maths fact instruction. This is an indispensable guide for any educator who needs to teach basic facts. The approach is grounded in research and will transform students' learning of basic facts and help them become more confident and successful at maths.

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Book SynopsisWriting development has been a key area of research in applied linguistics for some time, but most work has focused on children''s writing at particular ages. Christie and Derewianka draw on extensive research in both primary and secondary years to trace the developmental trajectory from age 5 or 6 through to 18. Using a systemic functional grammar, they outline developmental changes in writing in three major areas of the school curriculum - English, history, and science - as children move from early childhood to late childhood and on to adolescence and adulthood. The book considers the nature of the curriculum at various stages, discussing the interplay of curriculum goals, pedagogy and developmental changes as children grow older. It also explores how emergent control of the different subjects requires control of various subject specific literacies and considers the pedagogical implications of their findings. School Discourse will be of interest to anyone involved in the writing perfTrade Review"'The authors have made a tremendous contribution to our understanding of the paths learners follow in written language development from early childhood to late adolescence. They provide, for the first time, detailed and clearly articulated descriptions of the language students learn to control as they write key genres across the curriculum. The book will be a frequently-consulted reference work for teachers, curriculum developers, and writing researchers.' Professor Mary J. Schleppegrell, School of Education, University of Michigan, USA."Table of ContentsAcknowledgements; Notations; 1. A functional approach to writing development; 2. Writing stories in subject English; 3. Writing to respond to and evaluate other texts; 4. Reconstructing the past: recording and describing historical events; 5.Reviewing the past: interpreting, explaining, arguing and debating historical events; 6. Observing and writing about the natural world; 7. Interpreting phenomena of the natural world; 8. The developmental trajectory in writing; References; Index.

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Trade Review"Avis' vigorous mapping out of the contradictions between the social justice claims of Post-compulsory Education and Training (PCET) and its ambivalent relationship to the oppressive structures of value creation is an excellent resource to academics, postgraduate students and PCET practitioners." Dr Paul Warmington University of Birmingham, UK -- Dr Paul Warmington‘Stimulating and readable... a detailed and insightful commentary on education policy and research over several decades, this book makes its own distinct analytical contribution to this project, and as such deserves to be read by all interested in the purpose and nature of education within wider society.' Professor Jeremy Higham University of Leeds, UK -- Professor Jeremy Higham"What makes this book especially attractive is its appeal to those who might not necessarily consider themselves educators of adults or those who can form the next generation of adult educators. There is a constant need to re-introduce such ideas in a language and a context that is meaningful to them. So, Avis' work could serve as an excellent foundational textbook for any postgraduate course on work and learning, adult education and social justice, or the policies of lifelong learning." Tom Nesbit, Simon Fraser University Studies in the Education of Adults Vol. 41, No. 1, Spring 2009"A very valuable resource not only for teachers, teacher educators, managers, policy makers and researchers in the learning and skills sector, but also for those working in the 14-19 schools sector. ... This relatively small volume marshals a breathtaking sweep of ideas in considerable depth yet, at the same time, with great succinctness. ... A sharp and authoritative critique of policy, practice and research in the PCET sector and thereby makes a very important contribution to thinking in this field."Higher Education ReviewTable of ContentsAcknowledgements \ 1. Introduction \ 2. Fordism, post-Fordism and Beyond \ 3. Work-based Learning and Social Justice: 'Learning to Labour' and the New Vocationalism \ 4. Learner Dispositions: Continuity and Change \ 5. Teachers and the Transformation of Practice \ 6. Knowledge, Curriculum and Power \ 7. Social Justice, Post-compusory Education and Practice \ 8. Conclusion \ 9. Postscript \ References \ Index

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Trade ReviewThis volume constitutes a Masters-level introduction to research on mathematics education, as it is done in the UK and the “Anglosphere” at large. Each of the 17 chapters is written by distinguished scholars, and provides a personal and stringent overview of a specific research theme, based on a few carefully chosen references. * Carl Winsløw, Professor of Didactics of Mathematics, University of Copenhagen *Seventeen chapters take the reader to the heart of seventeen key issues. A great companion for students embarking on academic study in mathematics education. * John Monaghan, Professor of Mathematics Education, University of Leeds, UK *This book provides an insightful overview of many of the key issues in mathematics education. Written by key educators in the field, it is an essential resource for all those with a deep interest in developing an effective and enriched approach to the teaching and learning of mathematics. * Keith Jones, Associate Professor in Education, University of Southampton, UK *This is a very interesting and instructive book, useful for every student, teacher and researcher of mathematics education. It gives a deep insight on some general and actual questions of mathematics teaching as well as on teaching some concrete mathematical topics – based on contemporary research, embedded in an international context. * Judit Török, Lecturer in Mathematics Education, Eötvös Loránd University, Hungary *Each of the chapters in this excellent collection addresses a key issue in mathematics education by presenting and discussing a set of core readings, i.e. significant papers published previously on the issue in question. This allows the authors, all prominent researchers in their respective fields, to sum up important research findings as well as to highlight different aspects of the research process such as the purposes of mathematics education research, the significance of methodological and theoretical choices for the questions asked and for the results obtained, and the relationships between findings based on different theoretical and methodological approaches. This dual emphasis on the results obtained and the research process makes it highly recommendable for all students who need an introduction to mathematics education research. * Jeppe Skott, Professor of Mathematics Education, Linnæus University, Sweden *This book is a threshold for readers who are embarking on higher degree study in mathematics education. The authors, who are world-class researchers, have provided accessible and deeply knowledgeable chapters that draw readers into the central concerns of this field of research – which are also the central concerns of practice. * Anne Watson, Professor of Mathematics Education, University of Oxford, UK *With its intriguing blend of core concepts and innovative ideas, this timely volume presents a judicious review of the major content domains of interest to any mathematics teachers embarking on a research career. I was particularly struck by the creative way the authors use content aspects to address salient wider issues. The volume will also prove indispensable to mathematics educators when building core courses and as a stimulus for critical thinking and further study. This book should be on the shelves of every aspiring mathematics education teacher. * Michal Yerushalmy, Professor of Mathematics Education and Technology, University of Haifa, Israel *Readers of this book will not only feel like learners beginning a challenging scientific adventure, but also like members of a mathematics education research community. Social activities of human beings are characterized by the constant presence of some core questions: what, why, how. Using a friendly and current approach, this book addresses the mentioned questions concerning teaching and learning mathematics. * José Carrillo, Professor of Mathematics Education, University of Huelva, Spain *This book constitutes a very useful entry point in the world of research in mathematics education. Besides the fact that the authors of individual chapters are themselves well recognized researchers, each one comments on seminal previous work on that topic, leading the reader to get a grasp of classical works and of major current issues. Specific topics of mathematics curriculum, teaching and learning in different countries are addressed through the identification of key issues, seminal papers, and current debates by an outstanding team of active researchers in mathematics education. I find this very readable book a most suitable entry point in the world of research in mathematics education for all those who want to get acquainted with this academic field and its practical implications. * João Pedro da Ponte, Professor of Education, University of Lisbon, Portugal *MasterClass in Mathematics Education provides a broad overview of issues that are important within contemporary mathematics education. Educational, curricular and cultural issues are dealt with across an informative array of chapters written by authors from several countries with enthusiasm and expertise in their respective specialist areas. The writing is accessible and the book provides introductions to key features that play out within the teaching and learning of mathematics. Pre- and in-service teachers and postgraduate students in mathematics education will find the contents useful as a source book that lays central issues on the table, and points to broader research findings relating to these issues. I will certainly keep a copy on my bookshelf! * Hamsa Venkat, South Africa Numeracy Chair, University of the Witwatersrand, South Africa *Each chapter reviews several core research studies in a specific sub-domain of mathematics education. This in itself can serve as an extremely useful starting point to those who wish to learn about the specific domain. Also, in many cases the review is more than a summary; it provides a general view of the domain and situates the core research studies within it. Moreover, in the vast majority of the chapters gaps in our current knowledge as a research community on the specific domain are highlighted, directions for further readings are provided and possible new avenues for study are directed. Hence I recommend the book to be a cornerstone in our field. * Michal Tabach, Senior Lecturer in Education, Tel Aviv University, Israel *This well-written edited volume covers central issues in the field of mathematics education from different theoretical, international and epistemological perspectives. In particular, it illustrates very clearly the need for “complementarity” of theoretical frameworks and methods in order to address the complexity of mathematics learning and teaching around the world. 21 experts have contributed indicating the development of the research, its current state and its impact on mathematics teaching and learning. This book is more than a selection of review chapters on specific areas. It is based on a very good selection of core readings, it offers interesting practice-based examples illustrating difficult theoretical and methodological matters, and it includes reading lists providing resources for extending our knowledge of the field. Graduate students, young researchers and all practitioners (teachers and educators) that attempt to investigate critical questions related to mathematics teaching and learning will find this book very interesting and helpful to their practice. * Despina Potari, Associate Professor in Mathematics Education, University of Athens, Greece *This book is an unrivalled introduction to the field of mathematics education. Scholars from around the world, at the forefront of the field, have offered consistently high-quality and accessible chapters, starting from core readings and setting out the key themes, findings and challenges in their particular research domains. The range of issues covered is exhaustive. This book is essential reading for anyone studying mathematics education. * Alf Coles, Senior Lecturer in Education, University of Bristol, UK *MasterClass in Mathematics Education is an important and useful book for anyone who has an interest in mathematics education. This book does exactly what is says in the title. It clearly gives today’s broader image of mathematics education research. Editors and authors of each chapter are well recognized researchers in mathematics education and experts in the topics that they address. In each chapter, they analyse in a few pages the main ideas of each topic that they address and offer the opportunity to the reader to reflect on the ideas presented. They achieve this by synthesizing in a critical way a careful selection of core readings. I warmly recommend this book. It is a must-read for everyone in mathematics education. Expert researchers can reflect on the ideas presented, new researchers can get a comprehensive idea of the field and teachers can be inspired by the ideas presented and apply them in their classrooms. Without doubt this book will be one of the compulsory readings in my courses for the teaching and learning of mathematics. * Demetra Pitta-Pantazi, Associate Professor of Mathematics Education, University of Cyprus, Cyprus *[The book] contains a wealth of information and continually directs the reader towards further studies ... All in all, an excellent book. A true Masterclass in Mathematics Education -- Graham H. Storr, Sunderland, UK * The Mathematical Gazette *Table of ContentsNotes on Contributors Series Editor's Preface, Sue Brindley (University of Cambridge, UK) Preface, Paul Andrews (University of Stockholm, Sweden) and Tim Rowland (University of Cambridge, UK) Part I: Issues in Mathematics Education 1. What is Mathematics, and Why Learn It?, Paul Ernest (Exeter University, UK, and Brunel University, UK) 2. Learning and Knowing Mathematics, Stephen Lerman (London South Bank University, UK) 3. Improving Assessment in School Mathematics, Jeremy Hodgen (King’s College London, UK) and Marja van den Heuvel-Panhuizen (Utrecht University, The Netherlands) 4. Integrating New Technologies into School Mathematics, Kenneth Ruthven (University of Cambridge, UK) 5. Mathematics Textbooks and How They Are Used, Sebastian Rezat (Justus-Liebig-University Giessen, Germany) and Rudolf Straesser (Justus-Liebig-University Giessen, Germany) 6. The Affective Domain, Günter Törner (University of Duisburg- Essen, Germany) 7. Mathematics and Language, Richard Barwell (University of Ottawa, Canada) 8. Mathematics Teacher Knowledge, Tim Rowland (University of Cambridge, UK) Part II: Aspects of Mathematics Curriculum 9. Proof, Andreas Styliandes (University of Cambridge, UK) 10. Mathematical Problem Solving, Lieven Verschaffel (University of Leuven, Belgium), Wim Van Dooren (University of Leuven, Belgium) and Fien Depaepe (University of Leuven, Belgium) 11. Algebra, Daniel Chazan (University of Maryland, USA) 12. Arithmetic, Julia Anghileri (University of Cambridge, UK) 13. Geometry, Angel Gutierrez (Universidad de Valencia, Spain) 14. Probability, Dave Pratt (Institute of Education, University of London, UK) Part III: Comparative Mathematics Education 15. European Mathematics Curricula and Classroom Practices, Paul Andrews (University of Stockholm, Sweden) 16. Teaching and Learning Mathematics in Chinese Culture, Ngai-Ying Wong (Chinese University of Hong Kong, Hong Kong) 17. Classroom Culture and Mathematics Learning, Eva Jablonka (Lulea University of Technology, Sweden) Index

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Trade ReviewThis volume constitutes a Masters-level introduction to research on mathematics education, as it is done in the UK and the “Anglosphere” at large. Each of the 17 chapters is written by distinguished scholars, and provides a personal and stringent overview of a specific research theme, based on a few carefully chosen references. * Carl Winsløw, Professor of Didactics of Mathematics, University of Copenhagen *Seventeen chapters take the reader to the heart of seventeen key issues. A great companion for students embarking on academic study in mathematics education. * John Monaghan, Professor of Mathematics Education, University of Leeds, UK *This book provides an insightful overview of many of the key issues in mathematics education. Written by key educators in the field, it is an essential resource for all those with a deep interest in developing an effective and enriched approach to the teaching and learning of mathematics. * Keith Jones, Associate Professor in Education, University of Southampton, UK *This is a very interesting and instructive book, useful for every student, teacher and researcher of mathematics education. It gives a deep insight on some general and actual questions of mathematics teaching as well as on teaching some concrete mathematical topics – based on contemporary research, embedded in an international context. * Judit Török, Lecturer in Mathematics Education, Eötvös Loránd University, Hungary *Each of the chapters in this excellent collection addresses a key issue in mathematics education by presenting and discussing a set of core readings, i.e. significant papers published previously on the issue in question. This allows the authors, all prominent researchers in their respective fields, to sum up important research findings as well as to highlight different aspects of the research process such as the purposes of mathematics education research, the significance of methodological and theoretical choices for the questions asked and for the results obtained, and the relationships between findings based on different theoretical and methodological approaches. This dual emphasis on the results obtained and the research process makes it highly recommendable for all students who need an introduction to mathematics education research. * Jeppe Skott, Professor of Mathematics Education, Linnæus University, Sweden *This book is a threshold for readers who are embarking on higher degree study in mathematics education. The authors, who are world-class researchers, have provided accessible and deeply knowledgeable chapters that draw readers into the central concerns of this field of research – which are also the central concerns of practice. * Anne Watson, Professor of Mathematics Education, University of Oxford, UK *With its intriguing blend of core concepts and innovative ideas, this timely volume presents a judicious review of the major content domains of interest to any mathematics teachers embarking on a research career. I was particularly struck by the creative way the authors use content aspects to address salient wider issues. The volume will also prove indispensable to mathematics educators when building core courses and as a stimulus for critical thinking and further study. This book should be on the shelves of every aspiring mathematics education teacher. * Michal Yerushalmy, Professor of Mathematics Education and Technology, University of Haifa, Israel *Readers of this book will not only feel like learners beginning a challenging scientific adventure, but also like members of a mathematics education research community. Social activities of human beings are characterized by the constant presence of some core questions: what, why, how. Using a friendly and current approach, this book addresses the mentioned questions concerning teaching and learning mathematics. * José Carrillo, Professor of Mathematics Education, University of Huelva, Spain *This book constitutes a very useful entry point in the world of research in mathematics education. Besides the fact that the authors of individual chapters are themselves well recognized researchers, each one comments on seminal previous work on that topic, leading the reader to get a grasp of classical works and of major current issues. Specific topics of mathematics curriculum, teaching and learning in different countries are addressed through the identification of key issues, seminal papers, and current debates by an outstanding team of active researchers in mathematics education. I find this very readable book a most suitable entry point in the world of research in mathematics education for all those who want to get acquainted with this academic field and its practical implications. * João Pedro da Ponte, Professor of Education, University of Lisbon, Portugal *MasterClass in Mathematics Education provides a broad overview of issues that are important within contemporary mathematics education. Educational, curricular and cultural issues are dealt with across an informative array of chapters written by authors from several countries with enthusiasm and expertise in their respective specialist areas. The writing is accessible and the book provides introductions to key features that play out within the teaching and learning of mathematics. Pre- and in-service teachers and postgraduate students in mathematics education will find the contents useful as a source book that lays central issues on the table, and points to broader research findings relating to these issues. I will certainly keep a copy on my bookshelf! * Hamsa Venkat, South Africa Numeracy Chair, University of the Witwatersrand, South Africa *Each chapter reviews several core research studies in a specific sub-domain of mathematics education. This in itself can serve as an extremely useful starting point to those who wish to learn about the specific domain. Also, in many cases the review is more than a summary; it provides a general view of the domain and situates the core research studies within it. Moreover, in the vast majority of the chapters gaps in our current knowledge as a research community on the specific domain are highlighted, directions for further readings are provided and possible new avenues for study are directed. Hence I recommend the book to be a cornerstone in our field. * Michal Tabach, Senior Lecturer in Education, Tel Aviv University, Israel *This well-written edited volume covers central issues in the field of mathematics education from different theoretical, international and epistemological perspectives. In particular, it illustrates very clearly the need for “complementarity” of theoretical frameworks and methods in order to address the complexity of mathematics learning and teaching around the world. 21 experts have contributed indicating the development of the research, its current state and its impact on mathematics teaching and learning. This book is more than a selection of review chapters on specific areas. It is based on a very good selection of core readings, it offers interesting practice-based examples illustrating difficult theoretical and methodological matters, and it includes reading lists providing resources for extending our knowledge of the field. Graduate students, young researchers and all practitioners (teachers and educators) that attempt to investigate critical questions related to mathematics teaching and learning will find this book very interesting and helpful to their practice. * Despina Potari, Associate Professor in Mathematics Education, University of Athens, Greece *This book is an unrivalled introduction to the field of mathematics education. Scholars from around the world, at the forefront of the field, have offered consistently high-quality and accessible chapters, starting from core readings and setting out the key themes, findings and challenges in their particular research domains. The range of issues covered is exhaustive. This book is essential reading for anyone studying mathematics education. * Alf Coles, Senior Lecturer in Education, University of Bristol, UK *MasterClass in Mathematics Education is an important and useful book for anyone who has an interest in mathematics education. This book does exactly what is says in the title. It clearly gives today’s broader image of mathematics education research. Editors and authors of each chapter are well recognized researchers in mathematics education and experts in the topics that they address. In each chapter, they analyse in a few pages the main ideas of each topic that they address and offer the opportunity to the reader to reflect on the ideas presented. They achieve this by synthesizing in a critical way a careful selection of core readings. I warmly recommend this book. It is a must-read for everyone in mathematics education. Expert researchers can reflect on the ideas presented, new researchers can get a comprehensive idea of the field and teachers can be inspired by the ideas presented and apply them in their classrooms. Without doubt this book will be one of the compulsory readings in my courses for the teaching and learning of mathematics. * Demetra Pitta-Pantazi, Associate Professor of Mathematics Education, University of Cyprus, Cyprus *[The book] contains a wealth of information and continually directs the reader towards further studies ... All in all, an excellent book. A true Masterclass in Mathematics Education -- Graham H. Storr, Sunderland, UK * The Mathematical Gazette *Table of ContentsNotes on Contributors Series Editor's Preface, Sue Brindley (University of Cambridge, UK) Preface, Paul Andrews (University of Stockholm, Sweden) and Tim Rowland (University of Cambridge, UK) Part I: Issues in Mathematics Education 1. What is Mathematics, and Why Learn It?, Paul Ernest (Exeter University, UK, and Brunel University, UK) 2. Learning and Knowing Mathematics, Stephen Lerman (London South Bank University, UK) 3. Improving Assessment in School Mathematics, Jeremy Hodgen (King’s College London, UK) and Marja van den Heuvel-Panhuizen (Utrecht University, The Netherlands) 4. Integrating New Technologies into School Mathematics, Kenneth Ruthven (University of Cambridge, UK) 5. Mathematics Textbooks and How They Are Used, Sebastian Rezat (Justus-Liebig-University Giessen, Germany) and Rudolf Straesser (Justus-Liebig-University Giessen, Germany) 6. The Affective Domain, Günter Törner (University of Duisburg- Essen, Germany) 7. Mathematics and Language, Richard Barwell (University of Ottawa, Canada) 8. Mathematics Teacher Knowledge, Tim Rowland (University of Cambridge, UK) Part II: Aspects of Mathematics Curriculum 9. Proof, Andreas Styliandes (University of Cambridge, UK) 10. Mathematical Problem Solving, Lieven Verschaffel (University of Leuven, Belgium), Wim Van Dooren (University of Leuven, Belgium) and Fien Depaepe (University of Leuven, Belgium) 11. Algebra, Daniel Chazan (University of Maryland, USA) 12. Arithmetic, Julia Anghileri (University of Cambridge, UK) 13. Geometry, Angel Gutierrez (Universidad de Valencia, Spain) 14. Probability, Dave Pratt (Institute of Education, University of London, UK) Part III: Comparative Mathematics Education 15. European Mathematics Curricula and Classroom Practices, Paul Andrews (University of Stockholm, Sweden) 16. Teaching and Learning Mathematics in Chinese Culture, Ngai-Ying Wong (Chinese University of Hong Kong, Hong Kong) 17. Classroom Culture and Mathematics Learning, Eva Jablonka (Lulea University of Technology, Sweden) Index

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Book SynopsisMichael Anderson is Professor of Education at the University of Sydney, Australia.Trade ReviewMasterClass in Drama Education weaves history, practice and research in drama education in a comprehensive, reader friendly and sophisticated manner. Anderson brings breadth as well as depth to drama research and practice, creating a timely book that speaks to scholars and educators. A must-read for all involved in drama/theatre education. * George Belliveau, Associate Professor of Theatre Education, University of British Columbia, Canada *This volume will provide an invaluable guide and overview to those new to, and experienced in, the practice of drama teaching, and particularly those beginning research in the area. Anderson successfully manages to weave a narrative that is always engaging and accessible, and he skilfully contextualises both the positioning and key issues of drama education. He directly addresses some of the important challenges facing the community, and seamlessly mainstreams some of the heretofore somewhat peripheral discussions around aesthetics, drama knowledge, creativity and technology. In identifying five guiding principles for the future of drama education at the outset, Anderson puts his own stamp on this work and makes clear his views for the future of drama education. However, he doesn't burden the reader with solely his own philosophy and is generous in acknowledging the contribution of others as well as the lacunae in our collective knowledge and wisdom. * Michael Finneran, Senior Lecturer in Drama, Mary Immaculate College, University of Limerick, Ireland *MasterClass in Drama Education provides an excellent insight into teaching drama in the twenty-first century. It considers the challenges and offers pragmatic solutions for educating the young people of today who face an unknown and unimaginable future. This text looks back over the history of drama education with a superb summary of the field to date, comprehensively covering the development of the field with references to practitioners and academics in Australia, America, Canada and the UK. In part two, Anderson discusses drama as a productive pedagogy for democratic learning in a long overdue reconsideration of both the aesthetics and power of drama in the classroom. This text is a significant addition to the literature of drama education both for experienced teachers and those new to the field. * Selina Busby, Course Leader, Central School of Speech and Drama, University of London, UK *Anderson wears his teacher/learner credentials on his sleeve, often recounting his own student and teacher experiences. He communicates with an accessible written style, informed and engaging. -- Paul Bunyan, Chair, NATE Drama Committee * English Drama Media, NATE Journal *Table of ContentsAcknowledgements; Series Editor's Preface; Introduction; Part I: Drama Education for Generation Next: Foundations for Effective Pedagogy; 1. Teaching Drama in the 21st Century; 2. The Challenge of Technology; 3. A History of Drama Education; 4. Drama and Aesthetic Education; 5. Collaborative Understanding: Ensemble Approaches in Drama Education; Part II: Teaching Drama with Generation Next: Pedagogy in Practice; 6. Planned Drama Learning; Teaching Knowledge and Skills in Drama Education; 8. Assessed Drama Learning; 9. Researching Drama Education; Conclusions; References; Notes; Index.

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Book SynopsisFor anyone artistically inclined, observing the Moon and attempting to sketch or paint it can easily become a passion.Trade ReviewFrom the reviews:“This book is a companion to an earlier volume in the same series, Astronomical Sketching … . Each section offers a choice of techniques and materials, from relatively simple graphite on white paper to the more demanding procedures of pen and ink and stippling. In this respect the book will be of interest to both the complete novice and the more advanced artist. … It is thus a welcome addition to the literature.” (Bill Leatherbarrow, The Observatory, Vol. 132 (1229), August, 2012)Table of ContentsForeword.- Preface.- Key to Map of Featured Targets.- Basic Sketching: A Place to Begin.- Chapter 1: Sketching Craters.- Chapter 2: Sketching Maria (Seas).- Chapter 3: Sketching Mons (Mountains).- Chapter 4: Sketching Rilles (Lava Channels).- Chapter 5: Sketching Dorsa (Wrinkle Ridges).- Chapter 6: Sketching Crater and Sunlight Rays.- Chapter 7: Sketching Rupes (Scarps).- Chapter 8: Sketching the Phases.- Chapter 9: Sketching Domes.- Chapter 10: Sketching Lunar Eclipses.- Chapter 11: Additional Tutorials and Sketching Gallery.- Chapter 12: General Hints and Tips.- A Final Note from the Authors.- Appendix A: Observing Forms.- Appendix B: Glossary.- Appendix C: Resources.- Index.

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Book SynopsisChapter 1 Introduction.- Chapter 2 From Piaget's Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory.- Chapter 3 Mental Structures and Mechanisms: APOS Theory and the Construction of Mathematical Knowledge.- Chapter 4 Genetic Decomposition.- Chapter 5 The Teaching of Mathematics Using APOS Theory.- Chapter 6 The APOS Paradigm for Research and Curriculum Development.- Chapter 7 Schemas, Their Development and Interaction.- Chapter 8 Totality as a Possible New Stage and Levels in APOS Theory.- Chapter 9 Use of APOS Theory to Teach Mathematics at Elementary School.- Chapter 10 Frequently Asked Questions.- Chapter 11 Conclusions.- Chapter 12 Annotated Bibliography.- References.- Index.Trade Review“This book is clearly intended to persuade researchers to consider adopting an APOS-based approach. … the authors describe APOS theory as a Kuhnian paradigm, and set out to explain the paradigmatic questions, assumptions, and methods that within-paradigm researchers adopt. … In sum, for a reader interested in understanding APOS theory, this is an excellent book. It lays out APOS’s theoretical assumptions and standard research methods with clarity and precision, and it gives helpful examples of research conducted within the programme.” (Matthew Inglis, International Journal of Research in Undergraduate Mathematics Education, Vol. 1, 2015)Table of ContentsChapter 1 Introduction.- Chapter 2 From Piaget’s Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory.- Chapter 3 Mental Structures and Mechanisms: APOS Theory and the Construction of Mathematical Knowledge.- Chapter 4 Genetic Decomposition.- Chapter 5 The Teaching of Mathematics Using APOS Theory.- Chapter 6 The APOS Paradigm for Research and Curriculum Development.- Chapter 7 Schemas, Their Development and Interaction.- Chapter 8 Totality as a Possible New Stage and Levels in APOS Theory.- Chapter 9 Use of APOS Theory to Teach Mathematics at Elementary School.- Chapter 10 Frequently Asked Questions.- Chapter 11 Conclusions.- Chapter 12 Annotated Bibliography.- References.- Index.

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Book SynopsisUKLA Academic Book Award 2016: Highly CommendedMaking Poetry Happen provides a valuable resource for trainee and practicing teachers, enabling them to become more confident and creative in teaching what is recognized as a very challenging aspect of the English curriculum. The volume editors draw together a wide-range of perspectives to provide support for development of creative practices across the age phases, drawing on learners'' and teachers'' perceptions of what poetry teaching is like in all its forms and within a variety of contexts, including:- inspiring young people to write poems- engaging invisible pupils (especially boys)- listening to poetry- performing poetry Throughout, the contributors include practical, tried-and-tested materials, including activities, and draw on case studies. This approach ensures that the theory is clearly linked to practice as they consider teaching and learning poetry to those aged between 5 and 19 from different perspectives, lookinTrade ReviewBoth [this book and Making Poetry Matter] offer reassuring and affirming accounts of the innate power of poetry as a means of expressing identity and individuality in the classroom. ... [They] replace fears and anxieties with practical strategies and evidence of how creative and shared approaches to poetry can empower students within the classroom environment and beyond. * The Use of English *Packed with energy and ideas, this engaging book is a must-have for poetry teachers across the age phases. Accessible workshop activities for the classroom show how to bring poetry alive on the tongue, in the mind and the body. Pleasure and play rub shoulders with attention to language, interpretation and meaning, and conspire to inspire. A book to read, use and enjoy. * Teresa Cremin, Professor of Education (Literacy), The Open University, UK *Rich in classroom experiences of the teaching of poetry, and covering a wide range of important issues, this book allows teachers and educators to take us on their journey of discovering the power of poetry. * Barbara Bleiman, Co-Director, English and Media Centre, UK *This is an outstanding collection that gives voice to teachers and students as they engage with poetry. It is essential reading for those who want to make poetry happen. An invaluable resource for new and experienced teachers, this text will change how you approach poetry. Rarely have I read a book that is so transformative. Making Poetry Happen will become a classic. * Clare Kosnik, Professor, Ontario Institute for Studies in Education, University of Toronto, Canada *I can think of no more comprehensive or up-to-date volume on the teaching of poetry today. Editors Dymoke, Barrs, Lambirth and Wilson have assembled twenty-four chapters that span the full range of possibilities for engaging students from early primary to late secondary school in reading, writing, performing and studying every conceivable poetic genre. Here are approaches that are practically, pedagogically and theoretically sound, and that will reassure the most anxious teacher and encourage the most reluctant student. What an extraordinary resource for language arts teachers around the world. * Mark Dressman, Professor of Curriculum and Instruction, University of Illinois at Urbana-Champaign, USA *Making Poetry Happen is an engaging exploration of the matters arising within curricular and their consequences in the poetry classroom. Exercises, case studies, anecdotes and relevant research from numerous student and teacher perspectives guide a transformative approach to the teaching of poetry. Encompassing the many facets of poetry and reaching across year levels and countries, this book shows how poetry can be the making of education. Informed by researchers, teachers, writers and poets who are teachers, this book offers expansive pedagogical approaches to revitalise poetics in education, working alongside, and independently of, the companion book, Making Poetry Matter. Making Poetry Happen does not tell teachers how to teach. It is a poetry bible. Written by teachers for teachers to share the wild heart of poetics in the classroom. * Kelly Malone, poet, educator and researcher, New Zealand *Table of ContentsList of Figures and Tables Publisher's Acknowledgements About the Contributors 1.Introduction, Sue Dymoke (University of Leicester, UK), Myra Barrs (University of East London, UK), Andrew Lambirth (University of Greenwich, UK) and Anthony Wilson (University of Exeter, UK) Part I: Reading Poetry (section editor: Andrew Lambirth) 2. The Challenges and Opportunities for Engaging with Poetry, Nicholas McGuinn (University of York, UK) 3. Lifting Poetry off the Page, Susanna Steele (University of Greenwich, UK) 4. Case Study I: Critical Reading and Student Engagement with Poetry, Daniel Xerri (Sixth College, Malta) 5. Case Study II: Not 'Puppets on a String': Learning to Love Teaching Poetry, Andrew Lambirth (University of Greenwich, UK) 6. Commentary and Practical Implications: Righting the ‘Wrong Kind of Orientation’, Andrew Lambirth (University of Greenwich, UK) Part II: Writing Poetry (section editor: Myra Barrs) 7. Inspiring Young People to Write Poems, Cliff Yates (poet, UK) 8. Teaching Poetry Based on Actual Writing Practices, Mandy Coe (poet, UK) 9. Case Study III: Becoming a Poetry School, Jennie Clark (Churchfields Infants School, London Borough of Redbridge) with Myra Barrs (University of East London, UK) 10. Case Study IV: Why Poetry Matters in the Primary School, Sue Ellis (Institute of Education, University of London, UK) and Amy Clifford (Torriano Infant School, UK) 11. Case Study V: Making Poetry Happen in a Sixth Form Environment, Jane Bluett (Bilborough Sixth Form College, UK) 12. Commentary and Practical Implications: A Flicker in the Mind, Myra Barrs (University of East London, UK) Part III: Speaking and Listening to Poetry (section editor: Sue Dymoke) 13. Poetry, Listening and Learning, Julie Blake (Poetry Archive, UK) 14. Rhyme Workshops, Andy Craven-Griffiths (poet, UK) 15. Slam Poetry, Joelle Taylor (SLAMbassadors UK, UK) 16. Case Study VII: How English Teachers Make Use of Slam Poetry in a Secondary School Setting, Christopher Parton (Robert Sutton Catholic Specialist Sports College, UK) 17. Case Study VIII, Gothic Poetry, Brenda Ainsley (Kibworth High School, UK) 18. Commentary and Practical Implications: Inside the Poem's Engine Room, Sue Dymoke (University of Leicester, UK) Part IV: Transformative Poetry Cultures (section editor: Anthony Wilson) 19. Building Children's and Teachers' Interest and Confidence in Poetry, Jenny Vernon (Centre for Literacy in Primary Education (CLPE), UK) 20. Engaging Invisible Pupils through Creative Writing, Emma Beynon (freelance creative practitioner currently running opengroundwriting.co.uk) 21. Case Study VIII: Effective Practices with English as an Additional Language (EAL) Learners, Vicky Macleroy (Goldsmith's College, University of London, UK) 22. Case Study IX: Digital Literacy, Janette Hughes (University of Ontario Institute of Technology, Canada) 23. Commentary and Practical Implications: A Pedagogy of Permission, Anthony Wilson (University of Exeter, UK) 24. Conclusion, Anthony Wilson (University of Exeter, UK), Myra Barrs (University of East London, UK), Sue Dymoke (University of Leicester, UK) and Andrew Lambirth (University of Greenwich, UK) Glossary References Index

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Book SynopsisSimon Borg is an ELT consultant based in Slovenia. His web page is http://simon-borg.co.ukTrade ReviewSimon Borg has produced a timely, well-written, comprehensive, and thought provoking book which will no doubt guide the continuing development of teacher cognition research. The book is a must read for anybody seriously interested in language education in general and language teacher education and development in particular. -- Thomas S.C. Farrell, Associate Professor, Department of Applied Linguistics, Brock University, Canada[This] book is clearly a timely publication which is bound to have a considerable impact on research, teacher training and actual reading...Given the complexity and diversity of teacher cognition research and the multiplicity of perspectives it draws upon, the book is surprisingly easy to read, which is the outcome of both its accessible style and the way all the chapters are organisied...the book easily lends itself to being used in BA and MA programmes...a landmark publication...it provides a good starting point not only for those directly involved in teacher education and development but also for scholars dealing with other aspects of language teaching. -- Regional Language Centre JournalThe study of teacher cognition - what teachers think, know and believe - is an important area in professional development...This book is a valuable addition to the resource collection of teachers who want to understand their own thought and belief processes and of professional developers who would like to work more effectively with teachers. -- CAELABorg has done the field of language teacher education a tremendous service by mapping out and establishing a sense of coherence for the research that exists to date on language teacher cognition. This book will most certainly be a widely read resource that both new and established researchers and language teacher educators will cite as evidence of where the field of language teacher cognition has come, as they seek to move that field forward. -- Linguistics and EducationThe book is a robust critique of teacher cognition research drawing on 180 published sources on the subject and covering a thirty-year period ... This is an invaluable resource book for language teacher cognition research and practice, and language education. -- Educational ReviewBorg has compiled research in several areas of teacher cognition and produced an extremely readable and insightful examination of that research. His work is valuable to teacher educators, researchers, professional developers and teachers. The scope ... is immense. He has masterfully brought together much research on language teacher cognition, summarised and analysed it, and organised it so that a reader can easily learn what it tell us, what questions it has answered and what questions remain. The text is immeasurably beneficial for teachers, teacher educators, researchers, and professional developers. -- Language & EducationEach chapter discusses the research thoughtfully and intelligently, providing a summary of salient points and informative tables and diagrams which give a useful overview of the field. The discussion ... lives up to the claim of being accessible; complex issues are presented in a very readable manner. -- Language Learning JournalThis book is well written and well organized.... It will prove a quite useful resource for those conducting research in the domain of teacher cognition. In addition, the framework Borg offers could inform future research by providing a coherent paradigm and by engendering collaborative work. The book is also of value to teacher trainers, who will be interested in understanding the influences of preservice training on actual classroom practices. -- Modern Language JournalThe four chapters devoted to the data collection methodology used in teacher cognition research are of invaluable help ... not only because of the detailed description provided of each data collection method in which definitions, samples of instruments, and examples of the data collected are included, but also because of the thought-provoking critical discussions Borg engages in of ethical issues, the scope of each instrument, and the way other strategies can be used in conjunction with the instruments described.... The well-defined overall structure of the book, writing style, and language used by the author make the book suitable for a wide array of readers, ranging from classroom language teachers to experienced researchers in the field. -- English Language Teacher Education and DevelopmentBorg has written his book in full awareness of the fragmentation of the field and the overview he offers comes in as a much needed 'spring-cleaning' project: Not only does he manage to fulfil his aim to "impose some structure on this field" (p. 280), but what the reader ends up with as a result of Borg's meticulous re-organising, untangling and de-cluttering is a clearly-marked and easy-to-navigate map of the language teacher cognition territory.... I recommend this informative and inspiring book to everybody with an interest in the specific processes underlying language instruction and language teacher development -- SystemIn Teacher Cognition and Language Education: Research and Practice, Borg provides a comprehensive overview of the research to date on what language teachers think, know and believe and the complex relationship to their instructional practices. In doing so he brings a greater sense of unity and coherence to a somewhat disparate body of research...This book will most certainly be a widely read resource that both new and established researchers and language teacher educators will cite as evidence of where the field of language teacher cognition has come, as they seek to move that field forward. -- Karen E. JohnsonThis book is well written and well organized. Each chapter includes a summary, tables are given throughout to draw comparisons among studies, and studies that are discussed in more than one place are cross-referenced. It will prove a quite useful resource for those conducting research in the domain of teacher cognition. In addition, the framework Borg offers could inform future research by providing a coherent paradigm and by engendering collaborative work. The book is also of value to teacher trainers, who will be interested in understanding the influences of preservice training on actual classroom practices. -- Modern Language Journal, Vol. 92 No. 1, 2008 -- Modern Language JournalTable of ContentsIntroduction 1. The Origins of Teacher Cognition Research 2. The Cognitions of Pre-service Language Teachers 3. The Cognitions of In-service Language Teachers 4. Teacher Cognition in Grammar Teaching 5. Teacher Cognition in Literacy Instruction 6. Self-Report Instruments 7. Verbal Commentaries 8. Observation 9. Reflective Writing 10. A Framework for Studying Language Teacher Cognition References Index

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Book SynopsisSusan Davis is Senior Lecturer at Central Queensland University, Australia. Beth Ferholt is Assistant Professor of Education in Early Childhood and Art at Brooklyn College, City University of New York, USA. Hannah Grainger Clemson is a researcher currently working on education and cultural policy and programmes in the UK and Europe. She is also Tutor in Drama and Theatre Education at the University of Warwick, UK.Satu-Mari Jansson is a theatre-based trainer at Theatreworks Training, UK, and affiliated researcher at The Center for Research on Activity, Development and Learning (CRADLE) at the University of Helsinki, Finland.Ana Marjanovic-Shane is Associate Professor of Education at Chestnut Hill College, Philadelphia, USA.Trade ReviewThis invaluable compilation of essays synthesises Vygotsky's thinking, socio-cultural theories and the various practices of drama in education. As such, it shines a spotlight on how we come to do what we do as humans. * Andy Kempe, Professor of Drama Education, University of Reading, UK *Table of ContentsNotes on Contributors Foreword, Vera John-Steiner (University of New Mexico, USA) Introduction: Vygotsky, Sociocultural Concepts and Drama in and for Education, Susan Davis (Central Queensland University, Australia), Hannah Grainger Clemson (University of Warwick, UK), Beth Ferholt (Brooklyn College, City University of New York, USA) and Satu-Mari Jansson (University of Helsinki, Finland) Part I: Vygotsky, Drama, Perezhivanie and the Unity of Development 1. Dramatic Interactions: From Vygotsky's Life of Drama to the Drama of Life, Michael Michell (University of New South Wales, Australia) 2. Stanislavski and Vygotsky: On the Problem of the Actor’s and Learner’s Work, Hannah Grainger Clemson (University of Warwick, UK) 3. Perezhivanie in Researching Playworlds: Applying the Concept of Perezhivanie in the Study of Play, Beth Ferholt (City University of New York, USA) Part II: Sociocultural Insights into Learning through Drama 4. Dialogue and Social Positioning in Dramatic Inquiry: Creating with Prospero, Brian Edmiston (Ohio State University, USA) 5. Identity and Creativity: The Transformative Potential of Drama, Harry Daniels (University of Oxford, UK) and Emma Downes (Bartley Green School, Birmingham, UK) 6. Constructing Identity and Motivation in the Drama Classroom: A Sociocultural Approach, Richard Walker (University of Sydney, Australia), Michael Anderson (University of Sydney, Australia), Robyn Gibson (University of Sydney, Australia) and Andrew Martin (University of New South Wales, Australia) Part III: The Dynamics of Meaning Making Through Drama Processes in the Classroom 7. Dramatic Play and Process Drama: Towards a Collective Zone of Proximal Development to Enhance Language and Literacy Learning, Robyn Ewing (University of Sydney, Australia) 8. Sociocultural Theory, Process Drama and Second Language Learning , Penny Bundy (Griffith University, Australia), Erika Piazzoli (Griffith University, Australia) and Julie Dunn (Griffith University, Australia) 9. Prolepsis and Educational Change Through Drama: Bringing the Future Forward, Patricia Enciso (Ohio State University, USA) 10. Interactive Drama with Digital Technology and Tools for Creative Learning, Susan Davis (Central Queensland University, Australia) Part IV: Practice and Research Inspired by Sociocultural Approaches to Drama, Education and Learning 11. A Theatre Company’s Development and Learning Through Cultural-historical Activity Theory and Developmental Work Research: Movement between Archetypes, Satu-Mari Jansson (University of Helsinki, Finland) 13. How Environment Affects Learning: Schoolteachers Engaging with Theatre-based Pedagogies, Anton Franks (University of Nottingham, UK) 14. Drama, Theatre and Performance Creativity, R. Keith Sawyer (Washington University, USA) 15. Building a Workplace Theatre: Forum Theatre and Developmental Work Research as Developmental Resources in Interventions, Satu-Mari Jansson (University of Helsinki, Finland) Index

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Book SynopsisThis book explores some of the major turning points in the history of mathematics, ranging from ancient Greece to the present, demonstrating the drama that has often been a part of its evolution.Trade Review“This slim volume will be especially helpful to those teaching high school and junior college students the rudiments of selected ‘major turning points’ in the history of mathematics. It offers compact vignettes divided into ten basic topics: axiomatization, solutions of cubic equations, analytical geometry, probability, calculus, Gaussian integers, non-Euclidean geometries, hyper complex numbers, the infinite, and philosophy of mathematics from Hilbert to Gödel. … Thumbnail portraits and photographs of major mathematicians are also included.” (Joseph W. Dauben, Mathematical Reviews, May, 2017)“Turning Points does provide a useful summary and outline of at least a portion of the subject, and also functions nicely as a way of helping to mentally organize the material. It contains a number of good quotes, and a decent selection of bibliographic references at the end of each chapter. There are also problems at the end of each chapter, generally calling for essay-type answers that should require the student to do further reading.” (Mark Hunacek, MAA Reviews, maa.org, June, 2016)“Each chapter contains some problems and projects (they extend and increase the understanding of the material) as well as references and suggestions of further readings. A comprehensive index has been supplemented. The book can serve everyone interested in the historical development of mathematics – some mathematical background is of course required. It can serve teachers and students, can be used in courses in the history of mathematics as well as in courses in particular domains of mathematics … .” (Roman Murawski, zbMATH 1342.01005, 2016)Table of ContentsAxiomatics - Euclid's and Hilbert's: From Material to Formal.- Solution by Radicals of the Cubic: From Equations to Groups and from Real to Complex Numbers.- Analytic Geometry: From the Marriage of Two Fields to the Birth of a Third.- Probability: From Games of Chance to an Abstract Theory.- Calculus: From Tangents and Areas to Derivatives and Integrals.- Gaussian Integers: From Arithmetic to Arithmetics.- Non-Euclidean Geometry: From One Geometry to Many.- Hypercomplex Numbers: From Algebra to Algebras.- The Infinite: From Potential to Actual.- Philosophy of Mathematics: From Hilbert to Gödel.- Some Further Turning Points.- Index.

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Book SynopsisReforming science education/reforming physiology education.- What is the new paradigm and what is new about it?- What are the core concepts of physiology?- What does it mean to unpack a core concept?-  The unpacked core concept of homeostasis.- The unpacked core concept of flow down gradients.- The unpacked core concept of cell-cell communication.- Organizing an introductory physiology course based on core.- Teaching physiology using the new paradigm: three examples.- Using core concepts in physiology in designing learning resources.- Conceptual assessment of student learning.- Core concepts and the physiology curriculum.- Extending the paradigm.- Summing up.Table of ContentsReforming science education/reforming physiology education.- What is the new paradigm and what is new about it?- What are the core concepts of physiology?- What does it mean to “unpack” a core concept?- The “unpacked” core concept of homeostasis.- The “unpacked” core concept of flow down gradients.- The “unpacked” core concept of cell-cell communication.- Organizing an introductory physiology course based on core.- Teaching physiology using the new paradigm: three examples.- Using core concepts in physiology in designing learning resources.- Conceptual assessment of student learning.- Core concepts and the physiology curriculum.- Extending the paradigm.- Summing up.

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Book Synopsis

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