| Description |
1 online resource |
| Contents |
UNIT 1: THE MAIN THEMES OF THE BOOK; INTRODUCTION; 1.1. TEACHING-RESEARCH NEW YORK CITY MODEL (TR/NY CITY); INTRODUCTION; HISTORICAL BACKGROUND AND DEVELOPMENT OF TR/NYCITY MODEL; Stenhouse TR Acts; Design Science; Frameworks of Inquiry and the Unity of Educational and Research Acts; TEACHING-RESEARCH CYCLE (TR CYCLE); Just-in-Time Teaching (JiTT) and Just-in-Time Research (JiTR); Anchoring TR in TR cycle; Instructional Adaptability of the TR/NYCity Model via TR Cycle; Generalization in TR/NYCity Model |
|
Thinking TechnologyTR/NYCITY AND THE DISCOVERY METHOD OF TEACHING; Creativity: From Bathos to Pathos -- From Habit to Originality; Summary of the Argument; GAP BETWEEN RESEARCH AND PRACTICE; THE COMPARISON BETWEEN TEACHING-RESEARCH AND DESIGN-BASED RESEARCH; REFERENCES; 1.2. CREATIVITY RESEARCH AND KOESTLER: An Overview; INTRODUCTION; THE NEED FOR RESEARCH IN CREATIVITY IN EDUCATION; ROOTS OF CREATIVITY RESEARCH; THE TRANSITION FROM GENIUS TO CLASSROOM; Definitions of Creativity in Mathematics Education Research; CREATIVITY AND KOESTLER; Bisociation; Incubation and Illumination |
|
DEMOCRATIZING CREATIVITYKOESTLER: LEARNING ENVIRONMENT FOR CREATIVITY; CREATIVITY AND LEARNING: VON GLASERFELD; Pedagogy: Affect and Creativity; Creative Learning Environment: Social Contract; REFERENCES; 1.3. UNDERSERVED STUDENTS AND CREATIVITY; INTRODUCTION; HOSTOS COMMUNITY COLLEGE AND DEVELOPMENTAL MATHEMATICS; IMMIGRANT-MARGINALIZED STUDENT GLOBAL ISSUE; MARGINALIZED STUDENTS AND POSITIVE SOCIAL INTERACTIONS; Creativity and Marginalized Students; The Importance of Affect on Student Cognition; TEACHER'S ROLE; REFERENCES; UNIT 2: CREATIVE LEARNING ENVIRONMENT; INTRODUCTION; REFERENCES |
|
2.1. THE DIDACTIC CONTRACT, A HANDSHAKE AND A COMPROMISE: A Teaching-Action-Research ProjectSUMMARY; INTRODUCTION; STATEMENT OF THE PROBLEM; SIGNIFICANCE OF THE PROJECT TO THE ACADEMIC DISCIPLINE; BACKGROUND; THE OBJECTIVE; THE METHOD AND ITS THEORETICAL BASIS; The Handshake; The Compromise; A First Script-Sketch Example of a 2-Min Drama; CONCLUSION; NOTE; REFERENCES; 2.2. FOCUS ON CREATIVITY -- LITERACY -- NUMERACY; INTRODUCTION; METHODOLOGY; CREATIVITY-LITERACY-NUMERACY SCHEMA; CONCLUSION; NOTES; REFERENCES; APPENDIX A; Development of the Fractions Grid; APPENDIX B; APPENDIX C |
|
Story of a Number2.3. THE POZNAN THEATRE PROBLEM; SUMMARY; INTRODUCTION; WHY PROBLEM-POSING?; DEFINING PROBLEM -- POSING: FROM RESEARCH TO EFFECTIVE PRACTICE; Problem-Posing Illustration 1; Scene 1; Scene 2; Further Comments and Reflections; Problem-Posing Illustration 2; CONCLUSION; REFERENCES; 2.4. THE CREATIVE LEARNING ENVIRONMENT; SUMMARY; INTRODUCTION; OBJECTIVE; THEORETICAL FRAMEWORK; MODE OF ENQUIRY; THE DATA; RESULTS; Classroom Methodology; Design of Triptych -- Based Assignments; A NOTE ON HOW TO READ THE LEARNING ENVIRONMENT CONCEPT MAP; NOTES; REFERENCES; APPENDIX; Koestler Triptych |
| Summary |
The Creative Enterprise of Mathematics Teaching Research presents the results and methodology of work of the teaching-research community of practice of the Bronx (TR Team of the Bronx). It has a twofold aim of impacting both teachers of Mathematics and researchers in Mathematics Education. This volume can be used by teachers of mathematics who want to use research to reflect upon and to improve their teaching craft, as well as by researchers who are interested in uncovering riches of classroom learning/teaching for research investigations. This book represents the results of a collaboration of instructors discussing their own instruction research, analyzed through a conceptual framework obtained via the synthesis of creativity research and educational learning theories, based upon the work of Piaget and Vygotsky. The editors see an urgent need for creative synthesis of research and teaching, an example of which is presented in the book. Two central themes of the book are the methodology of TR/NYCity model and creativity, more precisely, creativity of the Aha moment formulated by Arthur Koestler (1964) in a very profound but little known theory of bisociation exposed in his work "The Act of Creation". Incorporation of the theory of bisociation into classroom teaching of mathematics provides the key to enable students who may struggle with mathematics to engage their own creativity, become involved in their learning process and thus reach their full potential of excellence. Creativity in teaching remedial mathematics is teaching gifted students how to access their own giftedness |
| Notes |
Title from content provider |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Mathematics -- Study and teaching.
|
|
Mathematics -- Study and teaching -- Research
|
|
MATHEMATICS -- Essays.
|
|
MATHEMATICS -- Pre-Calculus.
|
|
MATHEMATICS -- Reference.
|
|
Mathematics -- Study and teaching
|
|
Mathematics -- Study and teaching -- Research
|
| Form |
Electronic book
|
| Author |
Czarnocha, Bronislaw
|
| ISBN |
9789463005494 |
|
9463005498 |
|
