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The definition of a healthcare system evolves continuously, becoming broader and more complex with each rendering. Healthcare systems can consist of many different elements, including but not limited to: access to comprehensive medical care, health promotion, disease prevention, institutional framework, financing schemes, government responsibility over health, etc. In light of its broad classification of healthcare, this book focuses on a wide spectrum of health-related issues ranging from risk factors for disease to medical treatment and possible frameworks for healthcare systems. Aging populations, increasing costs of healthcare, advancing technology, and challenges created by the COVID-19 pandemic require an innovative conceptual and methodological framework. By combining the experience and effort of researchers from a variety of fields including mathematics, medicine and economics, this book offers an interdisciplinary approach to studying health-related issues. It contributes to the existing literature by integrating the perspective of treatment with the economic determinants of health care outcomes, such as population density, access to financial resources and institutional frameworks. It also provides new evidence regarding the pharmaceutical industry including innovation, international trade and company performance.
Contributors are: Sayansk Da Silva, Joe Feinglass, Scott W. Hegerty, Joseph E. Hibdon, Jr, Arkadiusz Michał Kowalski, Małgorzata Stefania Lewandowska, Dawid Majcherek, Ewelina Nojszewska, Izabela Pruchnicka-Grabias, Agata Sielska and Julian Smółka.
Contributors are: Sayansk Da Silva, Joe Feinglass, Scott W. Hegerty, Joseph E. Hibdon, Jr, Arkadiusz Michał Kowalski, Małgorzata Stefania Lewandowska, Dawid Majcherek, Ewelina Nojszewska, Izabela Pruchnicka-Grabias, Agata Sielska and Julian Smółka.
The definition of a healthcare system evolves continuously, becoming broader and more complex with each rendering. Healthcare systems can consist of many different elements, including but not limited to: access to comprehensive medical care, health promotion, disease prevention, institutional framework, financing schemes, government responsibility over health, etc. In light of its broad classification of healthcare, this book focuses on a wide spectrum of health-related issues ranging from risk factors for disease to medical treatment and possible frameworks for healthcare systems. Aging populations, increasing costs of healthcare, advancing technology, and challenges created by the COVID-19 pandemic require an innovative conceptual and methodological framework. By combining the experience and effort of researchers from a variety of fields including mathematics, medicine and economics, this book offers an interdisciplinary approach to studying health-related issues. It contributes to the existing literature by integrating the perspective of treatment with the economic determinants of health care outcomes, such as population density, access to financial resources and institutional frameworks. It also provides new evidence regarding the pharmaceutical industry including innovation, international trade and company performance.
Contributors are: Sayansk Da Silva, Joe Feinglass, Scott W. Hegerty, Joseph E. Hibdon, Jr, Arkadiusz Michał Kowalski, Małgorzata Stefania Lewandowska, Dawid Majcherek, Ewelina Nojszewska, Izabela Pruchnicka-Grabias, Agata Sielska and Julian Smółka.
Contributors are: Sayansk Da Silva, Joe Feinglass, Scott W. Hegerty, Joseph E. Hibdon, Jr, Arkadiusz Michał Kowalski, Małgorzata Stefania Lewandowska, Dawid Majcherek, Ewelina Nojszewska, Izabela Pruchnicka-Grabias, Agata Sielska and Julian Smółka.
Toward a Deep Reading of Texts and Minds
The old practices of interpretation have been exhausted, and the humanities and social sciences are facing a crisis. Is there a way out of the labyrinth of reading? In this book, Professor Neuman presents a challenging approach to interpreting texts and reading literature through the spectacles of conceptual mathematics. This approach strives to avoid the simplicity of a quantitative approach to the analysis of literature as well as both the relativistic and the ideological dangers facing a qualitative reading of a text. The approach is introduced in a rigorous and accessible manner and woven with insights gained from various fields. Taking us on a challenging journey from Ovid’s Metamorphoses to Nick Cave’s The Death of Bunny Munro, the book shows how we may gain a deeper understanding of literature and the aesthetic experience of reading.
Toward a Deep Reading of Texts and Minds
The old practices of interpretation have been exhausted, and the humanities and social sciences are facing a crisis. Is there a way out of the labyrinth of reading? In this book, Professor Neuman presents a challenging approach to interpreting texts and reading literature through the spectacles of conceptual mathematics. This approach strives to avoid the simplicity of a quantitative approach to the analysis of literature as well as both the relativistic and the ideological dangers facing a qualitative reading of a text. The approach is introduced in a rigorous and accessible manner and woven with insights gained from various fields. Taking us on a challenging journey from Ovid’s Metamorphoses to Nick Cave’s The Death of Bunny Munro, the book shows how we may gain a deeper understanding of literature and the aesthetic experience of reading.
Geometry as a Hermeneutic Science
In Pi (π) in Nature, Art, and Culture Marcel Danesi revisits the importance of π as a pattern in the structure of reality, fitting in with the Pythagorean view of Order. Pi has cropped up in formulas that describe natural and physical structures which, on the surface, seem to have nothing to do with a circle, but might harbor the archetype of circularity as a principle.
Through π, this book thus revisits the implicit ancient Greek view that geometry was a 'hermeneutic science,' a discipline aiming to investigate the connectivity among numbers, shapes, and natural phenomena. It also examines its manifestations in aesthetic, symbolic and cultural structures, which point to an abiding fascination with the circle as an unconscious archetype. Hermeneutic geometry is ultimately about the exploration of the meanings of geometric-mathematical notions to science and human life.
Through π, this book thus revisits the implicit ancient Greek view that geometry was a 'hermeneutic science,' a discipline aiming to investigate the connectivity among numbers, shapes, and natural phenomena. It also examines its manifestations in aesthetic, symbolic and cultural structures, which point to an abiding fascination with the circle as an unconscious archetype. Hermeneutic geometry is ultimately about the exploration of the meanings of geometric-mathematical notions to science and human life.
Geometry as a Hermeneutic Science
In Pi (π) in Nature, Art, and Culture Marcel Danesi revisits the importance of π as a pattern in the structure of reality, fitting in with the Pythagorean view of Order. Pi has cropped up in formulas that describe natural and physical structures which, on the surface, seem to have nothing to do with a circle, but might harbor the archetype of circularity as a principle.
Through π, this book thus revisits the implicit ancient Greek view that geometry was a 'hermeneutic science,' a discipline aiming to investigate the connectivity among numbers, shapes, and natural phenomena. It also examines its manifestations in aesthetic, symbolic and cultural structures, which point to an abiding fascination with the circle as an unconscious archetype. Hermeneutic geometry is ultimately about the exploration of the meanings of geometric-mathematical notions to science and human life.
Through π, this book thus revisits the implicit ancient Greek view that geometry was a 'hermeneutic science,' a discipline aiming to investigate the connectivity among numbers, shapes, and natural phenomena. It also examines its manifestations in aesthetic, symbolic and cultural structures, which point to an abiding fascination with the circle as an unconscious archetype. Hermeneutic geometry is ultimately about the exploration of the meanings of geometric-mathematical notions to science and human life.
The Mathematics Teacher Educator as a Developing Professional (Second Edition)
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers.
Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.
Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.
The Mathematics Teacher Educator as a Developing Professional (Second Edition)
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers.
Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.
Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.
Bridging Hegelian Dialectics and Marxian Models
In How Language Informs Mathematics Dirk Damsma shows how Hegel’s and Marx’s systematic dialectical analysis of mathematical and economic language helps us understand the structure and nature of mathematical and capitalist systems. More importantly, Damsma shows how knowledge of the latter can inform model assumptions and help improve models.
His book provides a blueprint for an approach to economic model building that does away with arbitrarily chosen assumptions and is sensitive to the institutional structures of capitalism. In light of the failure of mainstream economics to understand systemic failures like the financial crisis and given the arbitrary character of most assumptions in mainstream models, such an approach is desperately needed.
His book provides a blueprint for an approach to economic model building that does away with arbitrarily chosen assumptions and is sensitive to the institutional structures of capitalism. In light of the failure of mainstream economics to understand systemic failures like the financial crisis and given the arbitrary character of most assumptions in mainstream models, such an approach is desperately needed.
Bridging Hegelian Dialectics and Marxian Models
In How Language Informs Mathematics Dirk Damsma shows how Hegel’s and Marx’s systematic dialectical analysis of mathematical and economic language helps us understand the structure and nature of mathematical and capitalist systems. More importantly, Damsma shows how knowledge of the latter can inform model assumptions and help improve models.
His book provides a blueprint for an approach to economic model building that does away with arbitrarily chosen assumptions and is sensitive to the institutional structures of capitalism. In light of the failure of mainstream economics to understand systemic failures like the financial crisis and given the arbitrary character of most assumptions in mainstream models, such an approach is desperately needed.
His book provides a blueprint for an approach to economic model building that does away with arbitrarily chosen assumptions and is sensitive to the institutional structures of capitalism. In light of the failure of mainstream economics to understand systemic failures like the financial crisis and given the arbitrary character of most assumptions in mainstream models, such an approach is desperately needed.
An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning
The Language of Mathematics Education: An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning offers mathematics teachers, mathematics education professionals and students a valuable resource in which common terms are defined and expounded upon in short essay format. The shared vocabulary and terminology relating to mathematics teaching and learning, and used by mathematics educators is an essential component of work conducted in the field.
The authors provide an overview of more than 100 terms commonly used in mathematics teaching and learning. Each term is defined and is followed by a short overview of the concept under discussion that includes several bibliographic references the reader can use for further investigation. In addition to terms specific to the domain of mathematics education, select key terms common across all fields of education (e.g., curriculum, epistemology, metacognition) are included. The goal for this book is to serve as a resource for those entering the field as they navigate the language and terminology of mathematics education and as an asset for more established professionals who wish to gain additional insights into these ideas.
The authors provide an overview of more than 100 terms commonly used in mathematics teaching and learning. Each term is defined and is followed by a short overview of the concept under discussion that includes several bibliographic references the reader can use for further investigation. In addition to terms specific to the domain of mathematics education, select key terms common across all fields of education (e.g., curriculum, epistemology, metacognition) are included. The goal for this book is to serve as a resource for those entering the field as they navigate the language and terminology of mathematics education and as an asset for more established professionals who wish to gain additional insights into these ideas.
An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning
The Language of Mathematics Education: An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning offers mathematics teachers, mathematics education professionals and students a valuable resource in which common terms are defined and expounded upon in short essay format. The shared vocabulary and terminology relating to mathematics teaching and learning, and used by mathematics educators is an essential component of work conducted in the field.
The authors provide an overview of more than 100 terms commonly used in mathematics teaching and learning. Each term is defined and is followed by a short overview of the concept under discussion that includes several bibliographic references the reader can use for further investigation. In addition to terms specific to the domain of mathematics education, select key terms common across all fields of education (e.g., curriculum, epistemology, metacognition) are included. The goal for this book is to serve as a resource for those entering the field as they navigate the language and terminology of mathematics education and as an asset for more established professionals who wish to gain additional insights into these ideas.
The authors provide an overview of more than 100 terms commonly used in mathematics teaching and learning. Each term is defined and is followed by a short overview of the concept under discussion that includes several bibliographic references the reader can use for further investigation. In addition to terms specific to the domain of mathematics education, select key terms common across all fields of education (e.g., curriculum, epistemology, metacognition) are included. The goal for this book is to serve as a resource for those entering the field as they navigate the language and terminology of mathematics education and as an asset for more established professionals who wish to gain additional insights into these ideas.
Elementary School Mathematics Teachers’ Features of Education, Knowledge, Teaching and Personality
The issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners.
Elementary School Mathematics Teachers’ Features of Education, Knowledge, Teaching and Personality
The issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners.
Information and communication technologies (ICT) are major forces shaping our current age. ICT affects many areas of human existence and influences the both human wellbeing and human evil. The nonprofit sector is already heavily involved in technology both as a way to pursue its mission and as an influential factor in the evolution of the sector. This article examines how technology affects the sector and how the sector uses technology in its work.
The article begins with a discussion of how the emerging information society will change the nonprofit sector. The sector that we know is grounded on our experience in the agrarian and industrial periods in the United States and Europe. We then explore how technology evolved in the sector. This is followed by an examination of technology and nonprofit organizational behavior. Technology changes the organizations that make use of its capacities. Next is a discussion of the types of technology that nonprofit organizations use. The final three sections deal with technology and social change, technology in nonprofit settings, and issues and trends. This article provides the reader with a current appreciation of the scholarly and professional literature on ICT in the nonprofit sector.
The article begins with a discussion of how the emerging information society will change the nonprofit sector. The sector that we know is grounded on our experience in the agrarian and industrial periods in the United States and Europe. We then explore how technology evolved in the sector. This is followed by an examination of technology and nonprofit organizational behavior. Technology changes the organizations that make use of its capacities. Next is a discussion of the types of technology that nonprofit organizations use. The final three sections deal with technology and social change, technology in nonprofit settings, and issues and trends. This article provides the reader with a current appreciation of the scholarly and professional literature on ICT in the nonprofit sector.
Information and communication technologies (ICT) are major forces shaping our current age. ICT affects many areas of human existence and influences the both human wellbeing and human evil. The nonprofit sector is already heavily involved in technology both as a way to pursue its mission and as an influential factor in the evolution of the sector. This article examines how technology affects the sector and how the sector uses technology in its work.
The article begins with a discussion of how the emerging information society will change the nonprofit sector. The sector that we know is grounded on our experience in the agrarian and industrial periods in the United States and Europe. We then explore how technology evolved in the sector. This is followed by an examination of technology and nonprofit organizational behavior. Technology changes the organizations that make use of its capacities. Next is a discussion of the types of technology that nonprofit organizations use. The final three sections deal with technology and social change, technology in nonprofit settings, and issues and trends. This article provides the reader with a current appreciation of the scholarly and professional literature on ICT in the nonprofit sector.
The article begins with a discussion of how the emerging information society will change the nonprofit sector. The sector that we know is grounded on our experience in the agrarian and industrial periods in the United States and Europe. We then explore how technology evolved in the sector. This is followed by an examination of technology and nonprofit organizational behavior. Technology changes the organizations that make use of its capacities. Next is a discussion of the types of technology that nonprofit organizations use. The final three sections deal with technology and social change, technology in nonprofit settings, and issues and trends. This article provides the reader with a current appreciation of the scholarly and professional literature on ICT in the nonprofit sector.
The Mathematics Teacher Educator as a Developing Professional
The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes.
Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing on knowledge and roles of teacher educators working with teachers in teacher education processes and practices. In this respect it is unique. Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice—in many cases, the practices in which they themselves have engaged—and relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9
VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0
VOLUME 3:
Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks
Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1
VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing on knowledge and roles of teacher educators working with teachers in teacher education processes and practices. In this respect it is unique. Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice—in many cases, the practices in which they themselves have engaged—and relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9
VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0
VOLUME 3:
Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks
Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1
VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
The Mathematics Teacher Educator as a Developing Professional
The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes.
Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing on knowledge and roles of teacher educators working with teachers in teacher education processes and practices. In this respect it is unique. Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice—in many cases, the practices in which they themselves have engaged—and relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9
VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0
VOLUME 3:
Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks
Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1
VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing on knowledge and roles of teacher educators working with teachers in teacher education processes and practices. In this respect it is unique. Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice—in many cases, the practices in which they themselves have engaged—and relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9
VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0
VOLUME 3:
Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks
Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1
VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1
Editor:
This is the first book to collect research on game-theoretic tools in the analysis of language with particular reference to semantics and pragmatics. Games are significant, because they pertain equally to pragmatics and semantics of natural language. The book provides an overview of the variety of ways in which game theory is used in the analysis of linguistic meaning and shows how games arise in pragmatic as well as semantic investigations. The book is a balanced combination of philosophical, linguistic, logical and mathematical argumentation. The book has an introductory and a concluding chapter, written by the editor, to give a gentle introduction to the topics covered in the book and to provide wider conclusions and prospects arising from the individual essays.
The major topics covering the field of game theory and linguistic meaning included in the book are: language games, Wittgenstein evolutionary language games communication games, Grice games of partial information equilibrium semantics game-theoretic semantics logical modelling, and generalised quantifiers the semantics/pragmatics distinction. It includes international contributions from known leaders in the field. It is part of the Current Research in Semantics/Pragmatics Interface series.
The major topics covering the field of game theory and linguistic meaning included in the book are: language games, Wittgenstein evolutionary language games communication games, Grice games of partial information equilibrium semantics game-theoretic semantics logical modelling, and generalised quantifiers the semantics/pragmatics distinction. It includes international contributions from known leaders in the field. It is part of the Current Research in Semantics/Pragmatics Interface series.
Editor:
This is the first book to collect research on game-theoretic tools in the analysis of language with particular reference to semantics and pragmatics. Games are significant, because they pertain equally to pragmatics and semantics of natural language. The book provides an overview of the variety of ways in which game theory is used in the analysis of linguistic meaning and shows how games arise in pragmatic as well as semantic investigations. The book is a balanced combination of philosophical, linguistic, logical and mathematical argumentation. The book has an introductory and a concluding chapter, written by the editor, to give a gentle introduction to the topics covered in the book and to provide wider conclusions and prospects arising from the individual essays.
The major topics covering the field of game theory and linguistic meaning included in the book are: language games, Wittgenstein evolutionary language games communication games, Grice games of partial information equilibrium semantics game-theoretic semantics logical modelling, and generalised quantifiers the semantics/pragmatics distinction. It includes international contributions from known leaders in the field. It is part of the Current Research in Semantics/Pragmatics Interface series.
The major topics covering the field of game theory and linguistic meaning included in the book are: language games, Wittgenstein evolutionary language games communication games, Grice games of partial information equilibrium semantics game-theoretic semantics logical modelling, and generalised quantifiers the semantics/pragmatics distinction. It includes international contributions from known leaders in the field. It is part of the Current Research in Semantics/Pragmatics Interface series.
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