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Quantitative Reasoning in Mathematics and Science Education
This book focuses on quantitative reasoning as an orienting framework to analyse learning, teaching and curriculum in mathematics and science education. Quantitative reasoning plays a vital role in learning concepts foundational to arithmetic, algebra, calculus, geometry, trigonometry and other ideas in STEM. The book draws upon the importance of quantitative reasoning and its crucial role in education. It particularly delves into quantitative reasoning related to the learning and teaching diverse mathematics and science concepts, conceptual analysis of mathematical and scientific ideas and analysis of school mathematics (K-16) curricula in different contexts. We believe that it can be considered as a reference book to be used by researchers, teacher educators, curriculum developers and pre- and in-service teachers.
Book Details
- Publisher: Springer
- Publish Date: Jan 3rd, 2024
- Pages: 340
- Language: English
- Edition: 2022 - undefined
- Dimensions: 9.21in - 6.14in - 0.73in - 1.09lb
- EAN: 9783031145551
- Categories: • Teaching - Subjects - Mathematics• Study & Teaching• Research
About the Author
Graduating (1993-1996) from the Department of Mathematics Education in Middle East Technical University, Turkey, Gülseren Karagöz Akar earned her master's degree in 2001 and PhD in December 2006 in Mathematics Education at the Pennsylvania State University where she continued her post-doctoral studies and worked as a full-time instructor between January 2007 and July 2008. In 2010, she started working at Boğaziçi University, Turkey, as a full time professor where she worked as the head of the Department of Mathematics and Science Education from 2018 to 2021. She was involved in the development of Turkish National Mathematics Program for Gifted (K-12) in 2018 and served as an International Advisory Board member for Journal for Research in Mathematics Education (JRME) between July 2018 and July 2021. Her research involves development of mathematical concepts and the nature of mathematics teacher knowledge.