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The Resource Mathematical Thinking : How to Develop It in the Classroom, (electronic resource)
Mathematical Thinking : How to Develop It in the Classroom, (electronic resource)
Resource Information
The item Mathematical Thinking : How to Develop It in the Classroom, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Manitoba Libraries.This item is available to borrow from all library branches.
Resource Information
The item Mathematical Thinking : How to Develop It in the Classroom, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Manitoba Libraries.
This item is available to borrow from all library branches.
 Summary
 Developing mathematical thinking is one of major aims of mathematics education. In mathematics education research, there are a number of researches which describe what it is and how we can observe in experimental research. However, teachers have difficulties developing it in the classrooms. This book is the result of lesson studies over the past 50 years. It describes three perspectives of mathematical thinking: Mathematical Attitude (Minds set), Mathematical Methods in General and Mathematical Ideas with Content and explains how to develop them in the classroom with illuminating examples
 Language

 eng
 eng
 Extent
 1 online resource (318 p.)
 Note
 Description based upon print version of record
 Contents

 Preface to the Book; Preface to the Series; Acknowledgements; Contents; Introductory Chapter: Problem Solving Approach to Develop Mathematical Thinking; 1.1 The Teaching Approach as the Result of Lesson Study; 1.1.1 Learning mathematics by/for themselves; 1.1.2 The difference between tasks and problems (problematic); 1.1.3 Teachers' questioning, and changing and adding representations; 1.1.4 Extending the ideas which we have already learned; 1.2 Setting the Activities for Explaining, Listening, Reflecting, and Appreciating in Class; 1.2.1 Structure of Problem Solving Approaches
 1.2.2 Diversity of solutions and the objective of the class1.2.3 Comparison based on the problematic; 1.2.4 Using the blackboard for illustrating children's thinking process; 1.3 The Roles of the Curriculum and Textbooks; 1.4 Perspectives for Developing Mathematical Thinking; 1.4.1 Mathematical thinking: a major research topic of lesson study; 1.4.2 Mathematical thinking: a bird'seye view; References; Part I Mathematical Thinking: Theory of Teaching Mathematics to Develop Children Who Learn Mathematics for Themselves; Chapter 1 Mathematical Thinking as the Aim of Education
 1.1 Developing Children Who Learn Mathematics for Themselves1.2 Mathematical Thinking as an Ability to Think and to Make Decisions; 1.3 The Hierarchy of Ability and Thinking; Chapter 2 The Importance of Cultivating Mathematical Thinking; 2.1 The Importance of Teaching Mathematical Thinking; 2.1.1 The driving forces in pursuing knowledge and skills; 2.1.2 Achieving independent thinking and the ability to learn independently; 2.2 Example: How Many Squares Are There?; 2.2.1 The usual lesson process; 2.2.2 Problems with this method; 2.2.3 The preferred method
 2.2.4 Mathematical thinking is the key ability hereChapter 3 The Mindset and Mathematical Thinking; 3.1 Mathematical Thinking; 3.1.1 Focus on the mindset: attitude and disposition; 3.1.2 Three variables for thinking mathematically; 3.1.3 Importance of Denotative understanding of mathematical thinking; 3.1.4 Mathematical thinking is the driving force behind knowledge and skills; 3.2 Structure of Mathematical Thinking; Chapter 4 Mathematical Methods; 4.1 Inductive Thinking; Meaning; Examples; Important aspects about teaching inductive thinking; 4.2 Analogical Thinking; Meaning; Examples
 Important aspects about teaching analogical thinking4.3 Deductive Thinking; Meaning; Examples; Important aspect about teaching deductive thinking; 4.4 Integrative Thinking; Meaning; Type I integration (highlevel integration); Type II integration (comprehensive integration); Type III integration (extensional thinking); Example for type I; Example 2 for type II; Example 3 for type III; Important aspects about teaching integrative thinking; 4.5 Developmental Thinking; Meaning; Examples; Important aspects about teaching developmental thinking; 4.6 Abstract Thinking (Abstraction); Meaning
 Examples
 Isbn
 9789814350853
 Label
 Mathematical Thinking : How to Develop It in the Classroom
 Title
 Mathematical Thinking
 Title remainder
 How to Develop It in the Classroom
 Language

 eng
 eng
 Summary
 Developing mathematical thinking is one of major aims of mathematics education. In mathematics education research, there are a number of researches which describe what it is and how we can observe in experimental research. However, teachers have difficulties developing it in the classrooms. This book is the result of lesson studies over the past 50 years. It describes three perspectives of mathematical thinking: Mathematical Attitude (Minds set), Mathematical Methods in General and Mathematical Ideas with Content and explains how to develop them in the classroom with illuminating examples
 Cataloging source
 AUPeEL
 http://library.link/vocab/creatorName
 Isoda, Masami
 Dewey number
 510.71
 Language note
 English
 LC call number
 QA11.2
 Nature of contents
 dictionaries
 http://library.link/vocab/relatedWorkOrContributorName
 Katagiri, Shigeo
 Series statement
 Monographs on Lesson Study for Teaching Mathematics and Sciences
 http://library.link/vocab/subjectName

 Effective teaching
 Mathematical ability
 Mathematics  Study and teaching
 Mathematics
 Mathematics
 Physical Sciences & Mathematics
 Elementary Mathematics & Arithmetic
 Mathematics Teaching & Research
 Label
 Mathematical Thinking : How to Develop It in the Classroom, (electronic resource)
 Note
 Description based upon print version of record
 Carrier category
 online resource
 Carrier category code

 cr
 Content category
 text
 Content type code

 txt
 Contents

 Preface to the Book; Preface to the Series; Acknowledgements; Contents; Introductory Chapter: Problem Solving Approach to Develop Mathematical Thinking; 1.1 The Teaching Approach as the Result of Lesson Study; 1.1.1 Learning mathematics by/for themselves; 1.1.2 The difference between tasks and problems (problematic); 1.1.3 Teachers' questioning, and changing and adding representations; 1.1.4 Extending the ideas which we have already learned; 1.2 Setting the Activities for Explaining, Listening, Reflecting, and Appreciating in Class; 1.2.1 Structure of Problem Solving Approaches
 1.2.2 Diversity of solutions and the objective of the class1.2.3 Comparison based on the problematic; 1.2.4 Using the blackboard for illustrating children's thinking process; 1.3 The Roles of the Curriculum and Textbooks; 1.4 Perspectives for Developing Mathematical Thinking; 1.4.1 Mathematical thinking: a major research topic of lesson study; 1.4.2 Mathematical thinking: a bird'seye view; References; Part I Mathematical Thinking: Theory of Teaching Mathematics to Develop Children Who Learn Mathematics for Themselves; Chapter 1 Mathematical Thinking as the Aim of Education
 1.1 Developing Children Who Learn Mathematics for Themselves1.2 Mathematical Thinking as an Ability to Think and to Make Decisions; 1.3 The Hierarchy of Ability and Thinking; Chapter 2 The Importance of Cultivating Mathematical Thinking; 2.1 The Importance of Teaching Mathematical Thinking; 2.1.1 The driving forces in pursuing knowledge and skills; 2.1.2 Achieving independent thinking and the ability to learn independently; 2.2 Example: How Many Squares Are There?; 2.2.1 The usual lesson process; 2.2.2 Problems with this method; 2.2.3 The preferred method
 2.2.4 Mathematical thinking is the key ability hereChapter 3 The Mindset and Mathematical Thinking; 3.1 Mathematical Thinking; 3.1.1 Focus on the mindset: attitude and disposition; 3.1.2 Three variables for thinking mathematically; 3.1.3 Importance of Denotative understanding of mathematical thinking; 3.1.4 Mathematical thinking is the driving force behind knowledge and skills; 3.2 Structure of Mathematical Thinking; Chapter 4 Mathematical Methods; 4.1 Inductive Thinking; Meaning; Examples; Important aspects about teaching inductive thinking; 4.2 Analogical Thinking; Meaning; Examples
 Important aspects about teaching analogical thinking4.3 Deductive Thinking; Meaning; Examples; Important aspect about teaching deductive thinking; 4.4 Integrative Thinking; Meaning; Type I integration (highlevel integration); Type II integration (comprehensive integration); Type III integration (extensional thinking); Example for type I; Example 2 for type II; Example 3 for type III; Important aspects about teaching integrative thinking; 4.5 Developmental Thinking; Meaning; Examples; Important aspects about teaching developmental thinking; 4.6 Abstract Thinking (Abstraction); Meaning
 Examples
 Dimensions
 unknown
 Extent
 1 online resource (318 p.)
 Form of item
 electronic
 Isbn
 9789814350853
 Media category
 computer
 Media type code

 c
 Specific material designation
 remote
 System control number

 (CKB)2550000000101574
 (EBL)919077
 (OCoLC)794328374
 (SSID)ssj0000657294
 (PQKBManifestationID)12198258
 (PQKBTitleCode)TC0000657294
 (PQKBWorkID)10653684
 (PQKB)11144695
 (EXLCZ)992550000000101574
 Label
 Mathematical Thinking : How to Develop It in the Classroom, (electronic resource)
 Note
 Description based upon print version of record
 Carrier category
 online resource
 Carrier category code

 cr
 Content category
 text
 Content type code

 txt
 Contents

 Preface to the Book; Preface to the Series; Acknowledgements; Contents; Introductory Chapter: Problem Solving Approach to Develop Mathematical Thinking; 1.1 The Teaching Approach as the Result of Lesson Study; 1.1.1 Learning mathematics by/for themselves; 1.1.2 The difference between tasks and problems (problematic); 1.1.3 Teachers' questioning, and changing and adding representations; 1.1.4 Extending the ideas which we have already learned; 1.2 Setting the Activities for Explaining, Listening, Reflecting, and Appreciating in Class; 1.2.1 Structure of Problem Solving Approaches
 1.2.2 Diversity of solutions and the objective of the class1.2.3 Comparison based on the problematic; 1.2.4 Using the blackboard for illustrating children's thinking process; 1.3 The Roles of the Curriculum and Textbooks; 1.4 Perspectives for Developing Mathematical Thinking; 1.4.1 Mathematical thinking: a major research topic of lesson study; 1.4.2 Mathematical thinking: a bird'seye view; References; Part I Mathematical Thinking: Theory of Teaching Mathematics to Develop Children Who Learn Mathematics for Themselves; Chapter 1 Mathematical Thinking as the Aim of Education
 1.1 Developing Children Who Learn Mathematics for Themselves1.2 Mathematical Thinking as an Ability to Think and to Make Decisions; 1.3 The Hierarchy of Ability and Thinking; Chapter 2 The Importance of Cultivating Mathematical Thinking; 2.1 The Importance of Teaching Mathematical Thinking; 2.1.1 The driving forces in pursuing knowledge and skills; 2.1.2 Achieving independent thinking and the ability to learn independently; 2.2 Example: How Many Squares Are There?; 2.2.1 The usual lesson process; 2.2.2 Problems with this method; 2.2.3 The preferred method
 2.2.4 Mathematical thinking is the key ability hereChapter 3 The Mindset and Mathematical Thinking; 3.1 Mathematical Thinking; 3.1.1 Focus on the mindset: attitude and disposition; 3.1.2 Three variables for thinking mathematically; 3.1.3 Importance of Denotative understanding of mathematical thinking; 3.1.4 Mathematical thinking is the driving force behind knowledge and skills; 3.2 Structure of Mathematical Thinking; Chapter 4 Mathematical Methods; 4.1 Inductive Thinking; Meaning; Examples; Important aspects about teaching inductive thinking; 4.2 Analogical Thinking; Meaning; Examples
 Important aspects about teaching analogical thinking4.3 Deductive Thinking; Meaning; Examples; Important aspect about teaching deductive thinking; 4.4 Integrative Thinking; Meaning; Type I integration (highlevel integration); Type II integration (comprehensive integration); Type III integration (extensional thinking); Example for type I; Example 2 for type II; Example 3 for type III; Important aspects about teaching integrative thinking; 4.5 Developmental Thinking; Meaning; Examples; Important aspects about teaching developmental thinking; 4.6 Abstract Thinking (Abstraction); Meaning
 Examples
 Dimensions
 unknown
 Extent
 1 online resource (318 p.)
 Form of item
 electronic
 Isbn
 9789814350853
 Media category
 computer
 Media type code

 c
 Specific material designation
 remote
 System control number

 (CKB)2550000000101574
 (EBL)919077
 (OCoLC)794328374
 (SSID)ssj0000657294
 (PQKBManifestationID)12198258
 (PQKBTitleCode)TC0000657294
 (PQKBWorkID)10653684
 (PQKB)11144695
 (EXLCZ)992550000000101574
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