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出版商:
Springer
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出版日期:
2026-05-02
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售價:
$5,660
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貴賓價:
9.5 折
$5,377
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語言:
英文
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頁數:
299
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裝訂:
Hardcover - also called cloth, retail trade, or trade
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ISBN:
3032220718
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ISBN-13:
9783032220714
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相關分類:
機率統計學 Probability-and-statistics
商品描述
This book explores technological integration in mathematics classrooms of varied and diverse socioeconomic contexts. The evolving needs of society, the critical role of mathematics in everyday life, and changes in school curricula have driven curriculum reforms, innovative teaching methods, and technology integration in mathematics education. This book provides comprehensive studies focusing on bridging learning gaps between underprivileged and gifted learners, as well as practical insights for educators and researchers. These studies also explore the possibilities of technology-driven innovations in improving marginalized students' access, engagement, and learning outcomes in mathematics, all while continuing to incorporate approaches that maintain cultural sensitivity to suit the diverse backgrounds of both learners and teachers. This book is particularly suited for mathematics educators, as well as researchers interested in the development of strategies for serving underprivileged and gifted learners.
商品描述(中文翻譯)
本書探討在不同社會經濟背景下數學課堂中的技術整合。社會需求的演變、數學在日常生活中的關鍵角色以及學校課程的變化推動了課程改革、創新教學方法和數學教育中的技術整合。本書提供了全面的研究，專注於縮小弱勢與優秀學習者之間的學習差距，並為教育工作者和研究人員提供實用的見解。這些研究還探討了技術驅動的創新在改善邊緣化學生的數學學習機會、參與度和學習成果方面的可能性，同時繼續採用保持文化敏感性的方式，以適應學習者和教師的多元背景。本書特別適合數學教育工作者以及對發展服務於弱勢和優秀學習者的策略感興趣的研究人員。
作者簡介
Ernest Ampadu is an associate professor in mathematics education at KTH Royal Institute of Technology, Sweden, with over 20 years of experience as a primary and secondary teacher. His research interests focus on the role of students' learning experiences, the role of the environment in fostering children's and adolescents' education, curriculum development, and teacher professional development. Zingiswa Jojo is a full professor at Rhodes University, South Africa. Her research interest is spread through instructional design in mathematics teaching, ethnomathematics and Indigenous knowledge in mathematics teaching and learning, mathematics in-service teacher professional development, and pre-service mathematics teacher education and learning in mathematics. Eva Hartell is the head of research in Haninge Municipality, Sweden, and a researcher at KTH Royal Institute of Technology, Sweden. She is involved in national and international practitioner-based research and development projects focusing on bridging teaching and learning, working closely with teachers and schools to bridge teaching and learning in general and primarily in STEM education. Gladys Sunzuma is a senior lecturer at Bindura University, Zimbabwe, in mathematics education. She specializes in teacher education and contributes to instrument development and data analysis projects, as well as integrating technology in teaching and learning mathematics. Farouq Sessah Mensah is a researcher in mathematics education at Stockholm University. His work advances understanding of how mathematics teacher education can support teachers' agency, professional judgement, and meaningful use of instructional technology in both resource-rich and resource-constrained contexts. He examines how teaching practices are intentionally structured and justified and how digital tools reshape opportunities for learning and decision-making in classroom practice. His research has been published in leading international journals in mathematics education and educational technology.
作者簡介(中文翻譯)
厄尼斯特·安帕杜（Ernest Ampadu）是瑞典KTH皇家科技學院數學教育的副教授，擁有超過20年的小學和中學教學經驗。他的研究興趣集中在學生學習經驗的角色、環境在促進兒童和青少年教育中的作用、課程發展以及教師專業發展。
辛吉斯瓦·喬喬（Zingiswa Jojo）是南非羅德斯大學的正教授。她的研究興趣涵蓋數學教學中的教學設計、民族數學及原住民知識在數學教學與學習中的應用、數學在職教師專業發展，以及數學教師的職前教育和學習。
艾娃·哈特爾（Eva Hartell）是瑞典哈寧厄市的研究主管，同時也是瑞典KTH皇家科技學院的研究員。她參與國內外以實務為基礎的研究與發展項目，專注於橋接教學與學習，並與教師和學校密切合作，特別是在STEM教育領域中促進教學與學習的連結。
格拉迪斯·桑祖馬（Gladys Sunzuma）是津巴布韋賓杜拉大學的高級講師，專注於數學教育。她專門從事教師教育，並參與工具開發和數據分析項目，以及在數學教學與學習中整合技術。
法魯克·塞薩·門薩（Farouq Sessah Mensah）是斯德哥爾摩大學的數學教育研究員。他的研究促進了對數學教師教育如何支持教師的主動性、專業判斷以及在資源豐富和資源有限的環境中有意義地使用教學技術的理解。他考察了教學實踐如何被有意地結構和辯護，以及數位工具如何重塑課堂實踐中的學習和決策機會。他的研究已發表在數學教育和教育技術領域的主要國際期刊上。
