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Zusatztext "The interesting and provocative portion of the book consists of examples of students engaging in reasoned argument in science and mathematics classrooms at various educational levels and in diverse subjects! including algebraic reasoning in elementary school and statistical data analysis in middle school....this book will serve as an important legacy that will provide the impetus for further research and professional development to address the problems that have impeded pervasive reform in mathematics and science instruction."—PsycCRITIQUES Informationen zum Autor Thomas A Romberg (University of Wisconsin - Madison, USA), Thomas P Carpenter (Edited by) , Fae Dremock (Edited by) Klappentext Presents reliable evidence on and knowledge about forms of mathematics and science instruction that focus on teaching for understanding and the empirical development of conceptual frameworks. Zusammenfassung Presents reliable evidence on and knowledge about forms of mathematics and science instruction that focus on teaching for understanding and the empirical development of conceptual frameworks. Inhaltsverzeichnis Contents: Preface. Part I: Introduction. T.A. Romberg, T.P. Carpenter, J. Kwako, Standards-Based Reform and Teaching for Understanding. Part II: Learning With Understanding. R. Lehrer, L. Schauble, Developing Modeling and Argument in the Elementary Grades. A.S. Rosebery, B. Warren, C. Ballenger, A. Ogonowski, The Generative Potential of Students' Everyday Knowledge in Learning Science. T.P. Carpenter, L. Levi, P.W. Berman, M. Pligge, Developing Algebraic Reasoning in the Elementary School. J.J. Kaput, M.L. Blanton, A Teacher-Centered Approach to Algebrafying Elementary Mathematics. K. McCain, P. Cobb, K. Gravemeijer, Statistical Data Analysis: A Tool for Learning. J. Stewart, C. Passmore, J. Cartier, J. Rudolph, S. Donovan, Modeling for Understanding in Science Education. R. Nemirovsky, A. Barros, T. Noble, M. Schnepp, J. Solomon, Learning Mathematics in High School: Symbolic Places and Family Resemblances. Part III: Teaching for Understanding M. Franke, E. Kazemi, J. Shih, S. Biagetti, D. Battey, Changing Teachers' Professional Work in Mathematics: One School's Journey. D.C. Webb, T.A. Romberg, M.J. Ford, J. Burrill Teacher Collaboration: Focusing on Problems of Practice. W.G. Secada, T. Williams, Managing Uncertainty and Creating Technical Knowledge. Part IV: Cross-Cutting Studies. J. de Lange, T.A. Romberg, Research in Assessment Practices. A. Gamoran, Capacity for Change: Organizational Support for Teaching for Understanding. ...
