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Mathematical Challenges For All

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Cover of 'Mathematical Challenges For All'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction to Mathematical Challenges for All Unraveling the Intricacy of Mathematical Challenge
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    Chapter 2 Introduction to Part I of Mathematical Challenges For All: Mathematical Challenges in Curriculum and Instructional Design
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    Chapter 3 Development and Stimulation of Early Core Mathematical Competencies in Young Children: Results from the Leuven Wis & C Project
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    Chapter 4 Mathematical Modelling as a Stimulus for Curriculum and Instructional Reform in Secondary School Mathematics
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    Chapter 5 Personalized Mathematics and Mathematics Inquiry: A Design Framework for Mathematics Textbooks
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    Chapter 6 Math-Key Program: Opening Mathematical Minds by Means of Open Tasks Supported by Dynamic Applets
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    Chapter 7 Making Mathematics Challenging Through Problem Posing in the Classroom
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    Chapter 8 Challenging Students to Develop Mathematical Reasoning
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    Chapter 9 Mathematical Argumentation in Small-Group Discussions of Complex Mathematical Tasks in Elementary Teacher Education Settings
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    Chapter 10 Commentary to Part I of Mathematical Challenges For All: Commentary on ‘Challenge’ in Terms of Curriculum Materials and Tasks, the Teacher’s Role and the Curriculum
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    Chapter 11 Introduction to Part II of Mathematical Challenges For All: Many Faces of Mathematical Challenge
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    Chapter 12 Probing Beneath the Surface of Resisting and Accepting Challenges in the Mathematics Classroom
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    Chapter 13 Mathematical Challenge in Connecting Advanced and Secondary Mathematics: Recognizing Binary Operations as Functions
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    Chapter 14 Mathematical Challenge of Seeking Causality in Unexpected Results
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    Chapter 15 Visualization: A Pathway to Mathematical Challenging Tasks
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    Chapter 16 Towards a Socio-material Reframing of Mathematically Challenging Tasks
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    Chapter 17 Creativity and Challenge: Task Complexity as a Function of Insight and Multiplicity of Solutions
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    Chapter 18 Challenging Undergraduate Students’ Mathematical and Pedagogical Discourses Through MathTASK Activities
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    Chapter 19 Commentary on Part II of Mathematical Challenges For All: Making Mathematics Difficult? What Could Make a Mathematical Challenge Challenging?
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    Chapter 20 Introduction to Part III of Mathematical Challenges For All: In Search of Effectiveness and Meaningfulness
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    Chapter 21 Problem Collections and “The Unity of Mathematics”
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    Chapter 22 Meeting the Challenge of Heterogeneity Through the Self-Differentiation Potential of Mathematical Modeling Problems
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    Chapter 23 Taiwanese Teachers’ Collection of Geometry Tasks for Classroom Teaching: A Cognitive Complexity Perspective
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    Chapter 24 Problem Sets in School Textbooks: Examples from the United States
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    Chapter 25 Exams in Russia as an Example of Problem Set Organization
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    Chapter 26 Complexity of Geometry Problems as a Function of Field-Dependency and Asymmetry of a Diagram
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    Chapter 27 Structuring Complexity of Mathematical Problems: Drawing Connections Between Stepped Tasks and Problem Posing Through Investigations
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    Chapter 28 Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom
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    Chapter 29 Commentary on Part III of Mathematical Challenges For All: On Problems, Problem-Solving, and Thinking Mathematically
Attention for Chapter 18: Challenging Undergraduate Students’ Mathematical and Pedagogical Discourses Through MathTASK Activities
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Chapter title
Challenging Undergraduate Students’ Mathematical and Pedagogical Discourses Through MathTASK Activities
Chapter number 18
Book title
Mathematical Challenges For All
Published by
Springer, Cham, January 2023
DOI 10.1007/978-3-031-18868-8_18
Book ISBNs
978-3-03-118867-1, 978-3-03-118868-8
Authors

Biza, Irene, Nardi, Elena

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