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Visible learninga Synthesis of over 800 meta-analyses relating to achievement

John hattie

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Curriculum and InstructionScience, Mathematics and Technology EducationNew Titles and Key Backlist 2012

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NEW IN 2012

Children’s Ways with Science and LiteracyIntegrated Multimodal Enactments in Urban Elementary Classrooms

Edited by Maria Varelas and Christine C. Pappas, both at University of Illinois at Chicago (Emerita), USA

Science is often a forgotten subject in primary grades as various mandates require teachers to focus on teaching young students to achieve specific reading and mathematical competencies. This book offers empirical evidence and real examples of how integrated science-literacy curriculum in urban primary-grade classrooms gives students opportunities to learn science and to develop positive images of themselves as scientists. The Integrated Science Literacy Enactments approach builds on multimodal, multidimensional, and dialogically-oriented teaching and learning pedagogical principles. Readers see how, as children engage with texts, material objects, dialogue, ideas, and symbols in their classroom community, they are helped to put together their own understandings and ways with words with those of the scientific community. In doing so, they become learners of both science and literacy. The book features both researcher and teacher perspectives. It takes a critical orientation to literacy development and its intersections with science learning in schools that educate predominately children of color, many of whom struggle with poverty and have been traditionally underestimated, underserved, and underrated in science classrooms. In all these ways, it is a significant contribution to a critically under-researched area of science education.

December 2012: 6 x 9: 224ppHb: 978-0-415-89784-6: $135.00Pb: 978-0-415-89785-3: $42.95

For more information, visit: www.routledge.com/9780415897853

Handbook of Design Research Methods in EducationInnovations in Science, Technology, Engineering, and Mathematics Learning and Teaching

Edited by Anthony E. Kelly, Richard A. Lesh and John Y. Baek

2008: 7 x 10: 560ppHb: 978-0-8058-6058-0: $290.00Pb: 978-0-8058-6059-7: $114.95eBook: 978-1-4106-1794-1


Teaching and Learning in Science Series

NEW IN 2012

Integrating Science, Technology, Engineering, and MathematicsIssues, Reflections, and Ways Forward

Edited by Léonie Rennie, Curtin University, Australia, Grady Venville, University of Western Australia, Australia and John Wallace, University of Toronto, Canada

Featuring actual case studies of teachers’ attempts to integrate their curriculum, their reasons for doing so, how they did it, and their reflections on the outcomes, this book encourages science educators to consider the purposes and potential outcomes of this approach and raises important questions about the place of science in the school curriculum. It takes an honest approach to real issues that arise

in curriculum integration in a range of education contexts at the elementary and middle school levels. The clear documentation and critical analysis of the contribution of science in curriculum integration – its implementation and its strengths and weaknesses – will assist teachers, science educators, and researchers to understand how this approach can work to engage students and improve their learning, as well as how it does not happen easily, and how various factors can facilitate or hinder successful integration.

May 2012: 6 x 9: 160ppHb: 978-0-415-89756-3: $135.00Pb: 978-0-415-89757-0: $39.95eBook: 978-0-203-80389-9


Rethinking the Way We Teach ScienceThe Interplay of Content, Pedagogy, and the Nature of Science

Louis Rosenblatt, Consultant, Teaching Institute for Essential Science, USA

Informal and readable, this book draws on current research and theory in science education, literacy, and educational psychology, as well as the history and philosophy of science, to make its case for transforming the way science is taught.

2010: 6 x 9: 184ppHb: 978-0-415-87733-6: $140.00Pb: 978-0-415-87734-3: $39.95eBook: 978-0-203-84327-7


NEW IN 2013

Student Thinking and Learning in SciencePerspectives on the Nature and Development of Learners’ Ideas

Keith S. Taber, University of Cambridge, UK

This readable and informative primer on a major topic in science education offers science education students and classroom teachers a survey of key ideas about students’ ideas and thinking in science. Focused on the secondary age range, and drawing on perspectives found in the international research literature, it is well illustrated with examples of thinking about widely taught science topics elicited from students.

Student Thinking and Learning in Science builds a bridge between theory and practice by offering clear accounts of key ideas from research, and showing how they relate to actual examples of students talking about science topics. Understanding of student thinking in science can inform science teaching which is more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science.

September 2013: 6 x 9: 208ppHb: 978-0-415-89731-0: $140.00Pb: 978-0-415-89735-8: $41.95eBook: 978-0-203-69508-1


Exploring the Landscape of Scientific LiteracyEdited by Cedric Linder, Uppsala University, Sweden, and University of the Western Cape, South Africa, Leif Östman, Uppsala University, Sweden, Douglas A. Roberts, University of Calgary, Canada, Per-Olof Wickman, Stockholm University, Sweden, Gaalen Ericksen, University of British Columbia, Canada and Allan MacKinnon, Simon Fraser University, Canada

Offering new ways to look at the key ideas and practices associated with promoting scientific literacy, this book takes a pragmatic and inclusive perspective on curriculum reform and learning and presents a future vision for science education research and practice.

2010: 6 x 9: 312ppHb: 978-0-415-87435-9: $145.00Pb: 978-0-415-87436-6: $51.95eBook: 978-0-203-84328-4


SCIEnCE and TEChnology EduCaTIon 3

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Designing and Teaching the Elementary Science Methods CourseSandra K. Abell, University of Missouri, USA, Ken Appleton, Central Queensland University, Australia and Deborah L. Hanuscin, University of Missouri, USA

This guide for elementary science teacher educators outlines the theory, principles, and strategies they need to know in order to plan and carry out instruction for future elementary science teachers, and provides classroom examples anchored to those principles. The book is grounded in the theoretical framework of pedagogical content knowledge (PCK).

2010: 6 x 9: 320ppHb: 978-0-8058-6339-0: $150.00Pb: 978-0-8058-6340-6: $46.95eBook: 978-0-203-85913-1


NEW IN 2012

Communication and Engagement with Science and TechnologyIssues and Dilemmas

Edited by John K. Gilbert, University of Reading, UK and Susan M. Stocklmayer, The Australian National University, Australia

Science communication seeks to engage individuals and groups with evidence-based information about the nature, outcomes, and social consequences of science and technology. This text provides an overview of this burgeoning field – the issues with which it deals, what is known about it, the challenges that it faces. It introduces students to the research-based literature, shows how this literature relates to actual or potential practice, and includes suggestions for activities, including the conduct of empirical enquiries, to explore the research/practice interface. It is an ideal text for science and technology communication courses and a valuable resource for faculty, students, and professionals in this field.

November 2012: 6 x 9: 240ppHb: 978-0-415-89625-2: $135.00Pb: 978-0-415-89626-9: $44.95eBook: 978-0-203-80752-1


NEW IN 2013

Science EducationLearning to Construct a New World

Michael Reiss, Institute of Education, University of London, UK

Series: Foundations and Futures of Education

Science education as currently undertaken in schools is generally too narrow in its conceptualisation and this is a major reason why it fails to engage many young people. This book provides a unified framework for understanding the scope, the purpose and the pedagogies of science education in the settings of school, out-of-school, further education, higher education and lifelong learning. It shows how science education can be reframed in a way that is true to science, true to education and engages with learners, of whatever age.

There are a number of reasons why such a book is timely. For a start, increasing globalisation means that we need a better vision of how science learning in a country can connect to international issues in a way that does not simply involve the importation of Western values and practices. More pragmatically, governments in “developed” countries are increasingly aware that too many people currently become turned off science during their formative years. At the same time, it is increasingly evident that school science usually does not take enough account of student diversity, particularly with regard to how students learn science and what they find engaging.

There is an urgent need for science education, both inside and outside of schools, to recapture a vision of how we can understand the natural world and how we should wisely and considerately make use of that knowledge. The book therefore is wide ranging yet strongly focused, using examples to illustrate its general points. It draws on writings about epistemology, about the history and philosophy of science, about the nature of learning and the purpose of the curriculum. It critically examines present assumptions about science education, whether stated or not, and propose specific, if sometimes only partial, solutions.

April 2013: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-60357-7: $135.00Pb: 978-0-415-60358-4: $44.95


Innovating Science Teacher EducationA History and Philosophy of Science Perspective

Mansoor Niaz, Universidad de Oriente, Venezuela

This book presents an overview of the history and philosophy of science, explores its methodological and educational implications, and develops innovative teaching strategies, based on actual classroom practice, that emphasize ”science-in-the-making.”

2010: 6 x 9: 240ppHb: 978-0-415-88237-8: $145.00Pb: 978-0-415-88238-5: $42.95eBook: 978-0-203-84753-4


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From ‘Science in the Making’ to Understanding the Nature of ScienceAn Overview for Science Educators

Mansoor Niaz, Universidad de Oriente, Venezuela

The Nature of Science is highly topical among science teacher educators and researchers. Increasingly, it is a mandated topic in state curriculum documents. This book draws together recent research on Nature of Science studies within a historical and philosophical framework suitable for students and teacher educators. Traditional science curricula and textbooks present science

as a finished product. Taking a different approach, this book provides a glimpse of “science in the making” – scientific practice imbued with arguments, controversies, and competition among rival theories and explanations. Teaching about “science in the making” is a rich source of motivating students to engage creatively with the science curriculum.

Readers are introduced to “science in the making” through discussion and analysis of a wide range of historical episodes from the early nineteenth century to early twenty-first century. Recent cutting-edge research is presented to provide insight into the dynamics of scientific progress. More than 90 studies from major science education journals, related to nature of science are reviewed. A theoretical framework, field tested with in-service science teachers, is developed for moving from “science in the making” to understanding the Nature of Science.

2011: 6 x 9: 264ppHb: 978-0-415-80758-6: $150.00eBook: 978-0-203-14647-7


Science Learning and InstructionTaking Advantage of Technology to Promote Knowledge Integration

Marcia C. Linn, University of California at Berkeley, USA and Bat-Sheva Eylon, Weizman Institute of Science, Israel

Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life

science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.

2011: 6 x 9: 360ppHb: 978-0-8058-6054-2: $130.00Pb: 978-0-8058-6055-9: $39.95


Epistemology and Science EducationUnderstanding the Evolution vs. Intelligent Design Controversy

Edited by Roger S. Taylor, State University of New York, Oswego and Michel Ferrari, University of Toronto, Canada

This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy.

2010: 6 x 9: 320ppHb: 978-0-415-96379-4: $145.00Pb: 978-0-415-96380-0: $52.95eBook: 978-0-203-83963-8


Teaching Science to English Language LearnersJoyce Nutta, University of Central Florida, USA, Nazan U. Bautista, Miami University, USA and Malcolm B. Butler, University of South Florida, USA

This book offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science.

2010: 7 x 10: 208ppHb: 978-0-415-99624-2: $140.00Pb: 978-0-415-99625-9: $37.95eBook: 978-0-203-85057-2


The Really Useful Elementary Science BookJeffrey W. Bloom, Northern Arizona University, USA

Perfect as a companion to any elementary science methods textbook or as a stand alone reference for practitioners, The Really Useful Elementary Science Book is a resource teachers will want to reach for again and again.

2010: 7 x 10: 224ppHb: 978-0-415-99808-6: $150.00Pb: 978-0-415-95819-6: $39.95eBook: 978-0-203-84840-1


2nd edition

Teaching Science to Every ChildUsing Culture as a Starting Point

John Settlage, University of Connecticut, USA and Sherry Southerland, Florida State University, USA

Providing timely and practical guidance about teaching science to all students, this text gives particular emphasis to making science accessible to populations who are typically pushed to the fringe – especially students of color and English language learners. Central to this text is the idea that science can be viewed as a culture, including specific methods of thinking, particular ways of communicating, and specialized kinds of tools. By using culture as a starting point and connecting it to effective instructional approaches, this text gives elementary and middle school science teachers a valuable framework to support the science learning of every student.

Changes in the Second Edition: Three new chapters; technological tools and resources embedded throughout each chapter; increased attention to the role of theory as it relates to science teaching and learning; expanded use of science process skills; updated and expanded Companion Website (www.routledge.com/textbooks/9780415892582).

2011: 7 x 10: 416ppHb: 978-0-415-89257-5: $140.00Pb: 978-0-415-89258-2: $51.95eBook: 978-0-203-81778-0


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NEW IN 2012

Teaching and Learning in the Digital AgeLouise Starkey, Victoria University of Wellington, New Zealand

Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context.

By examining teaching with digital technologies through new learning theories cognizant

of the digital age, it aims to both advance thinking and offer strategies for teaching technology-savvy students that will enable meaningful learning experiences.

Illustrated throughout with case studies from across the subjects and the age range, key issues considered include:

•howyoungpeoplecreateandshareknowledgebothin and beyond the classroom and how current and new pedagogies can support this level of achievement

•theuseofcomplexitytheoryasaframeworktoexplore teaching in the digital age

•thewaylearningoccurs–onewayexchanges,onlineand face to face interactions, learning within a framework of constructivism, and in communities

•whatwemeanbycriticalthinking,whyitisimportantin a digital age, and how this can occur in the context of learning

•howstudentscancreateknowledgethroughavarietyof teaching and learning activities, and how the knowledge being created can be shared, critiqued and evaluated.

With an emphasis throughout on what it means for practice, this book aims to improve understanding of how learning theories currently work and can evolve in the future to promote truly effective learning in the digital age. It is essential reading for all teachers, student teachers, school leaders, those engaged in Masters’ level work, as well as students on Education Studies courses.

May 2012: 6-3/4 x 9-3/4: 160ppHb: 978-0-415-66362-5: $155.00Pb: 978-0-415-66363-2: $40.95


NEW IN 2012

Fostering Success of Ethnic and Racial Minorities in STEMThe Role of Minority Serving Institutions

Edited by Robert T. Palmer and Dina C. Maramba, both at State University of New York-Binghamton, USA and Marybeth Gasman, University of Pennsylvania, USA

Various reports, policymakers, and national leaders have expressed the importance of the United States increasing its production of workers skilled in science, technology, engineering, and mathematics (STEM) in order to be competitive in the global economy. Given the growing minority population in the United States, it is critical that higher education policies,

pedagogies, climates, and initiatives are effective in promoting racial and ethnic minority students’ educational attainment in STEM.

Minority Serving Institutions (MSIs) have shown efficacy in facilitating the success of racial and ethnic minority students in STEM and are collectively responsible for producing nearly one-third of the nation’s minority STEM graduates. In Fostering Success of Racial and Ethnic Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education. Each chapter concludes with recommendations on institutional practice, policy, and lessons that institutions could use on their campuses to foster better retention and persistence among minority students. Higher Education leaders and administrators interested in encouraging achievement among racial and ethnic minority students in STEM education will find this book a welcomed and timely addition to the discourse on promoting minority student success.

October 2012: 6 x 9Hb: 978-0-415-89946-8: $140.00Pb: 978-0-415-89947-5: $44.95eBook: 978-0-203-18103-4


Teaching Online

A Practical Guide3rd Edition

Susan Ko and Steve Rossen

New ediTiON!

A leader in the online field, this best-selling resource offers exceptional practical advice,

new teaching examples, faculty interviews, and an updated resource section.

March 2010Pb: 978-0-415-99726-3Hb: 978-0-415-99733-1

eBook: 978-0-203-85520-1

To read more about this title, view the table of contents or purchase a copy, please visit:

www.routledge.com/9780415997263


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NEW IN 20124th edition

Teaching Secondary MathematicsDavid Rock, University of Massachusetts Dartmouth, USA Douglas K. Brumbaugh, University of Central Florida, USA

Solidly grounded in up-to-date research, theory and technology, Teaching Secondary Mathematics is a practical, student-friendly, and popular text for secondary mathematics methods courses. It provides clear and useful approaches for mathematics teachers, and shows how concepts typically found in a secondary mathematics curriculum can be taught in a

positive and encouraging way.

The thoroughly revised fourth edition combines this pragmatic approach with truly innovative and integrated technology content throughout. Synthesized content between the book and comprehensive companion website offers expanded discussion of chapter topics, additional examples and technological tips. An online graphic calculator invites students to interact with the math content of the book, while video clips provide chapter by chapter illustrations of classroom instructional strategies.

Each chapter features tried and tested pedagogical techniques, problem solving challenges, discussion points, activities, mathematical challenges, and student-life based applications that will encourage students to think and do.

New in this edition:

•acompanionwebsiterepletewithchapter-by-chaptervideo lessons, teacher tools, problem solving Q&As, helpful links and resources, and embedded graphing calculators

•updatedicons,includingNCTMcorestandardsandmath history, that connect to key strands that readers will find indispensible as they build their professional knowledge and skills

•problemsolvingchallengesandstickyquestionsfeatured in each chapter encourage students to think through everyday issues and possible solutions

•freshinteriordesigntobetterhighlightpedagogicalelements and key features, all to better engage students.

October 2012: 7-1/2 x 9-3/4: 480ppPb: 978-0-415-52049-2: $72.95eBook: 978-0-203-12157-3


NEW IN 2012

Statistics for K-8 EducatorsRobert Rosenfeld, Vermont Math Initiative, USA

This book offers an introduction to descriptive and inferential statistics tailored to the teaching and research needs of K-8 educators. Using statistics to tell a story, veteran teacher educator Robert Rosenfeld pushes readers away from simply performing a calculation to truly understanding the statistical concepts themselves. In addition to helping educators develop this statistical habit of

mind, Rosenfeld also focuses on developing an understanding of the statistics in published research and on interpreting school data, which can be applied in school assessment and educational research.

Features of this must-read resource include:

•numerousexercisesandactivitiesthroughoutthat are related specifically to the world of educators and are designed to foster conversation and small group discussion

•connectionsdrawnbetweenstatisticsandtheregularmathematics curriculum to aid teachers who do classroom-based action research

•asectioncoveringthebasicconceptsofstandardizedtests, such as summative versus formative assessment, and standards-based versus norm-referenced tests.

Accessibly written and conversational in tone, Statistics for K-8 Educators provides the technical foundation to help teachers make good sense of quantitative information connected to their classrooms and to their schools.

June 2012: 7 x 10: 288ppHb: 978-0-415-89988-8: $140.00Pb: 978-0-415-89989-5: $41.95eBook: 978-0-203-15574-5


Learning to Read the NumbersIntegrating Critical Literacy and Critical Numeracy in K-8 Classrooms A Co-Publication of The National Council of Teachers of English and RoutledgeDavid J. Whitin and Phyllis E. Whitin, both at Wayne State University, USA

Showing that being a critical reader of numerical information is an essential part of literacy today, this book offers strategies and examples teachers can use to help students become both critical composers and critical readers of texts.

2010: 6 x 9: 144ppHb: 978-0-415-87430-4: $130.00Pb: 978-0-415-87431-1: $35.95eBook: 978-0-203-84266-9


NEW IN 2012

Elementary Mathematics through TechnologyIntegrating Technology, Mathematical Content and Pedagogy

Maria Mitchell

Teaching with technology is a vital component of today’s elementary mathematics teaching, but it’s often treated as a ”tack-on” rather than a truly integrated component of the curriculum. Elementary Mathematics through Technology walks readers step by step through the process of interweaving math content pedagogy and the most current technology available to enhance the teaching and learning of mathematics. More than mere suggested web links, this fresh approach to math methods and content features:

•anoverviewofdigitaltechnologiesavailabletodaywith concrete suggestions for putting them to best practice in the elementary mathematics classroom

•effectivewaystoincorporatesocialnetworkingtoolsthat today’s students know, but that have not yet been embraced in the classroom

•technology-basedmodellessonsandsampleactivitiesthat provide coverage of both the standards as espoused by the National Council of Teachers of Mathematics (NCTM) and the International Society for Technology in Education standards (NETS)

•extensivetables,diagrams,graphics,cartoons,andother visual components that help clarify concepts.

Accessibly written and full of examples, strategies, and more, this text is sure to guide pre- and in-service teachers through the necessary thinking to meaningfully integrate today’s technologies, mathematical content, and pedagogy.

September 2012: 6 x 9Hb: 978-0-415-80379-3: $150.00Pb: 978-0-415-80380-9: $58.95


Geometry as Objective Science in Elementary School ClassroomsMathematics in the Flesh

Wolff-Michael Roth, University of Victoria, Canada

Series: Routledge International Studies in the Philosophy of Education

Grounded in philosophical approaches to cognition, this book presents a radical reframing of how children learn geometrical concepts in their early years. The book exhibits the shortcomings of other theories, including embodiment and enactivist approaches and advances an understanding of mathematics in the flesh.

2011: 6 x 9: 312ppHb: 978-0-415-89157-8: $140.00


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NEW IN 2012

How Chinese Teach Mathematics and Improve TeachingEdited by Yeping Li, Texas A&M University, USA and Rongjin Huang, University of Colorado Denver, USA

How Chinese Teach Mathematics and Improve Teaching builds upon existing studies to examine mathematics classroom instruction in China. It combines contributions from Chinese scholars with commentary from key Western scholars to offer multiple perspectives in viewing and learning about some important and distinctive features of mathematics classroom instruction. Viewing classroom instruction as part of teachers’ instructional practices, this book goes beyond teachers’ in-classroom instructional practice by also examining Chinese teachers’ approaches and practices in developing and improving teaching. Through this unique approach, How Chinese Teach Mathematics and Improve Teaching expands and unpacks the otherwise fragmented knowledge about Chinese practices in developing and carrying out mathematics classroom instruction.

This book is indispensible reading for those interested in Chinese practices in mathematics teaching, and is a key book for teacher educators, school administrators and policy makers in expanding ways of supporting and helping mathematics teachers in instructional development and improvement.

June 2012: 6 x 9: 272ppHb: 978-0-415-89500-2: $130.00


Mathematics Teacher NoticingSeeing Through Teachers’ Eyes

Edited by Miriam Sherin, Northwestern University, USA and Vicki Jacobs and Randy Philipp, both at CRMSE, USA

This is the first book to examine research on mathematics teacher noticing – how teachers pay attention to and make sense of what happens in the complexity of instructional situations.

2010: 6 x 9: 280ppHb: 978-0-415-87862-3: $145.00Pb: 978-0-415-87863-0: $48.95eBook: 978-0-203-83271-4


How We ThinkA Theory of Goal-Oriented Decision Making and its Educational Applications

Alan H. Schoenfeld, University of California at Berkeley, USA

”Reading this book is a must for members of the mathematics education community, not only because of the standing of its author and his writing style, but also because of the issue it addresses which is at the core of todayís agenda: mathematics teaching and the need for theoretical frameworks to study it.” – Abraham Arcavi, ZDM: The

International Journal on Mathematics Education

In How We Think, esteemed scholar and mathematician Alan Schoenfeld proposes a groundbreaking theory and model about how we think and act in the classroom and beyond.

2010: 6 x 9: 264ppHb: 978-0-415-87864-7: $135.00Pb: 978-0-415-87865-4: $47.95eBook: 978-0-203-84300-0


The Mathematics that Every Secondary School Math Teacher Needs to KnowAlan Sultan and Alice F. Artzt, both at Queens College, City University New York, USA

This clear, interactive, learner-centered text and resource will help pre-service and in-service secondary mathematics teachers gain the deep mathematical insight they need to teach their students in a multifaceted way that is interesting, developmental, connected, deep, understandable, and

often, surprising and entertaining.

2010: 8-1/2 x 11: 760ppHb: 978-0-415-99412-5: $89.95Pb: 978-0-415-99413-2: $89.95eBook: 978-0-203-85753-3


A Focus on FractionsBringing Research to the Classroom

Marjorie M. Petit, Vermont Mathematics Partnership Ongoing Assessment Project, USA, Robert E. Laird, University of Vermont, USA and Edwin L. Marsden, Norwich University, USA

A Focus on Fractions is the first book to make cognitive research on how students develop their understanding of fraction concepts readily accessible and understandable to pre- and in-service K–8 mathematics educators.

2010: 6 x 9: 208ppHb: 978-0-415-80150-8: $140.00Pb: 978-0-415-80151-5: $39.95eBook: 978-0-203-85551-5


2nd edition

Knowing and Teaching Elementary MathematicsTeachers’ Understanding of Fundamental Mathematics in China and the United States

Liping Ma

This second edition includes the original studies that compare US and Chinese elementary teachers’ mathematical understanding and offers a framework for grasping the mathematical content necessary to develop the thinking of school children.

2010: 6 x 9: 232ppHb: 978-0-415-87383-3: $140.00Pb: 978-0-415-87384-0: $37.95eBook: 978-0-203-85634-5


Studies in Mathematical Thinking and Learning Series

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