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Titlebook: Fostering Collateral Creativity in School Mathematics; Paying Attention to Sergei Abramovich,Viktor Freiman Book 2023 The Editor(s) (if ap

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書(shū)目名稱(chēng)Fostering Collateral Creativity in School Mathematics
副標(biāo)題Paying Attention to
編輯Sergei Abramovich,Viktor Freiman
視頻videohttp://file.papertrans.cn/347/346660/346660.mp4
概述Introduces the notion of collateral creativity as an emerging outcome of teaching mathematics with technology.Fosters teachers‘ awareness of hidden mathematical complexity in seemingly routine tasks.P
叢書(shū)名稱(chēng)Mathematics Education in the Digital Era
圖書(shū)封面Titlebook: Fostering Collateral Creativity in School Mathematics; Paying Attention to  Sergei Abramovich,Viktor Freiman Book 2023 The Editor(s) (if ap
描述.This book explores the topic of using technology, both physical and digital, to motivate creative mathematical thinking among students who are not considered ‘mathematically advanced.’ The book reflects the authors’ experience of teaching mathematics to Canadian and American teacher candidates and supervising several field-based activities by the candidates. It consists of eight chapters and an Appendix which includes details of constructing computational learning environments..Specifically, the book demonstrates how the appropriate use of technology in the teaching of mathematics can create conditions for the emergence of what may be called ‘collateral creativity,’ a notion similar to Dewey’s notion of collateral learning. Just as collateral learning does not result from the immediate goal of the traditional curriculum, collateral creativity does not result from the immediate goal of traditional problem solving. Rather, mathematical creativity emerges as a collateral outcomeof thinking afforded by the use of technology.? Furthermore, collateral creativity is an educative outcome of one’s learning experience with pedagogy that motivates students to ask questions about computer-gen
出版日期Book 2023
關(guān)鍵詞collateral creativity; mathematics education; technology in education; teacher education; reflective inq
版次1
doihttps://doi.org/10.1007/978-3-031-40639-3
isbn_softcover978-3-031-40641-6
isbn_ebook978-3-031-40639-3Series ISSN 2211-8136 Series E-ISSN 2211-8144
issn_series 2211-8136
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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