Teaching of a specific subject Books

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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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