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Understanding analysis and its conne...

Wasserman, Nicholas H.

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Understanding analysis and its connections to secondary mathematics teaching

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding analysis and its connections to secondary mathematics teaching/ by Nicholas H. Wasserman ... [et al.].
其他作者:	Wasserman, Nicholas H.
出版者:	Cham :Springer International Publishing : : 2022.,
面頁冊數:	xviii, 215 p. :ill., digital ;24 cm.
內容註:	Chapter 1: Teaching Principles -- Chapter 2: Equivalent Real Numbers and Infinite Decimals -- Chapter 3: Sequence Convergence and Irrational Decimal Approximations -- Chapter 4: Algebraic Limit Theorem and Error Accumulation -- Chapter 5: Divergence Description and Criteria and Logic in Communication -- Chapter 6: Continuity and Definitions -- Chapter 7: Intermediate Value Theorem and Implicit Assumptions -- Chapter 8: Continuity, Monotonicity, Inverse Functions and Solving Equations -- Chapter 9: Differentiability and the Secant Slope Function -- Chapter 10: Differentiation Rules and Attending to Scope -- Chapter 11: Taylor's Theorem and Modeling Complex with Simple -- Chapter 12: The Riemann Integral and Area-Preserving Transformations -- Chapter 13: The Fundamental Theorem of Calculus and Conceptual Explanation.
Contained By:	Springer Nature eBook
標題:	Mathematical analysis. -
電子資源:	https://doi.org/10.1007/978-3-030-89198-5
ISBN:	9783030891985

Understanding analysis and its connections to secondary mathematics teaching
Understanding analysis and its connections to secondary mathematics teaching[electronic resource] /by Nicholas H. Wasserman ... [et al.]. - Cham :Springer International Publishing :2022. - xviii, 215 p. :ill., digital ;24 cm. - Springer texts in education,2366-7680. - Springer texts in education..

Chapter 1: Teaching Principles -- Chapter 2: Equivalent Real Numbers and Infinite Decimals -- Chapter 3: Sequence Convergence and Irrational Decimal Approximations -- Chapter 4: Algebraic Limit Theorem and Error Accumulation -- Chapter 5: Divergence Description and Criteria and Logic in Communication -- Chapter 6: Continuity and Definitions -- Chapter 7: Intermediate Value Theorem and Implicit Assumptions -- Chapter 8: Continuity, Monotonicity, Inverse Functions and Solving Equations -- Chapter 9: Differentiability and the Secant Slope Function -- Chapter 10: Differentiation Rules and Attending to Scope -- Chapter 11: Taylor's Theorem and Modeling Complex with Simple -- Chapter 12: The Riemann Integral and Area-Preserving Transformations -- Chapter 13: The Fundamental Theorem of Calculus and Conceptual Explanation.

Getting certified to teach high school mathematics typically requires completing a course in real analysis. Yet most teachers point out real analysis content bears little resemblance to secondary mathematics and report it does not influence their teaching in any significant way. This textbook is our attempt to change the narrative. It is our belief that analysis can be a meaningful part of a teacher's mathematical education and preparation for teaching. This book is a companion text. It is intended to be a supplemental resource, used in conjunction with a more traditional real analysis book.The textbook is based on our efforts to identify ways that studying real analysis can provide future teachers with genuine opportunities to think about teaching secondary mathematics. It focuses on how mathematical ideas are connected to the practice of teaching secondary mathematics-and not just the content of secondary mathematics itself. Discussions around pedagogy are premised on the belief that the way mathematicians do mathematics can be useful for how we think about teaching mathematics. The book uses particular situations in teaching to make explicit ways that the content of real analysis might be important for teaching secondary mathematics, and how mathematical practices prevalent in the study of real analysis can be incorporated as practices for teaching. This textbook will be of particular interest to mathematics instructors-and mathematics teacher educators-thinking about how the mathematics of real analysis might be applicable to secondary teaching, as well as to any prospective (or current) teacher who has wondered about what the purpose of taking such courses could be.

ISBN: 9783030891985

Standard No.: 10.1007/978-3-030-89198-5doiSubjects--Topical Terms:

516833
Mathematical analysis.

LC Class. No.: QA300

Dewey Class. No.: 515

Understanding analysis and its connections to secondary mathematics teaching
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520 $a Getting certified to teach high school mathematics typically requires completing a course in real analysis. Yet most teachers point out real analysis content bears little resemblance to secondary mathematics and report it does not influence their teaching in any significant way. This textbook is our attempt to change the narrative. It is our belief that analysis can be a meaningful part of a teacher's mathematical education and preparation for teaching. This book is a companion text. It is intended to be a supplemental resource, used in conjunction with a more traditional real analysis book.The textbook is based on our efforts to identify ways that studying real analysis can provide future teachers with genuine opportunities to think about teaching secondary mathematics. It focuses on how mathematical ideas are connected to the practice of teaching secondary mathematics-and not just the content of secondary mathematics itself. Discussions around pedagogy are premised on the belief that the way mathematicians do mathematics can be useful for how we think about teaching mathematics. The book uses particular situations in teaching to make explicit ways that the content of real analysis might be important for teaching secondary mathematics, and how mathematical practices prevalent in the study of real analysis can be incorporated as practices for teaching. This textbook will be of particular interest to mathematics instructors-and mathematics teacher educators-thinking about how the mathematics of real analysis might be applicable to secondary teaching, as well as to any prospective (or current) teacher who has wondered about what the purpose of taking such courses could be.
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