Name: Mathematics in Middle and Secondary School: A Problem Solving Approach (HC)
Price: 4004.00 TWD
Availability: InStock
Author: Alexander C. Karp
ISBN: 9781623968137

portada Mathematics in Middle and Secondary School: A Problem Solving Approach (HC)

Mathematics in Middle and Secondary School: A Problem Solving Approach (HC)

Type

Physical Book

Author

Nicholas Wasserman

Alexander C. Karp

Publisher

Information Age Publishing

Language

English

Pages

456

Format

Hardcover

Dimensions

23.4 x 15.6 x 2.5 cm

Weight

0.81 kg.

ISBN13

9781623968137

Synopsis "Mathematics in Middle and Secondary School: A Problem Solving Approach (HC)"

The experience and knowledge acquired in teacher education courses should build important fundamentals for the future teaching of mathematics. In particular, experience in mathematical problem solving, and in planning lessons devoted to problem solving, is an essential component of teacher preparation. This book develops a problem solving approach and is intended to be a text used in mathematics education courses (or professional development) for pre-service or in-service middle and secondary school teachers. It can be used both in graduate and undergraduate courses, in accordance with the focus of teacher preparation programs. The content of the book is suited especially for those students who are further along in their mathematics education preparation, as the text is more involved with mathematical ideas and problem solving, and discusses some of the intricate pedagogical considerations that arise in teaching. The text is written not as an introduction to mathematics education (a first course), but rather as a second, or probably, third course. The book deals both with general methodology issues in mathematics education incorporating a problem solving approach (Chapters 1-6) and with more concrete applications within the context of specific topics - algebra, geometry, and discrete mathematics (Chapters 7-13). The book provides opportunities for teachers to engage in authentic mathematical thinking. The mathematical ideas under consideration build on specific middle and secondary school content while simultaneously pushing the teacher to consider more advanced topics, as well as various connections across mathematical domains. The book strives to preserve the spirit of discussion, and at times even argument, typical of collaborative work on a lesson plan. Based on the accumulated experience of work with future and current teachers, the book assumes that students have some background in lesson planning, and extends their thinking further. Specifically, this book aims to provide a discussion of how a lesson plan is constructed, including the ways in which problems are selected or invented, rather than the compilation of prepared lesson plans. This approach reflects the authors' view that the process of searching for an answer is often more important than the formal result.

Alexander C. Karp

(Author)

View Author's Page

Alexander Caedmon Karp es un empresario, pensador tecnológico y escritor estadounidense, conocido por ser cofundador y director ejecutivo de Palantir Technologies. Formado en filosofía y derecho, ha desarrollado una trayectoria poco habitual dentro del mundo tecnológico, combinando intereses en teoría política, ética y geopolítica con el desarrollo de software de análisis de datos a gran escala. Su figura ha ganado notoriedad por su defensa de una mayor implicación de las empresas tecnológicas en asuntos de Estado, especialmente en seguridad y defensa, posicionándose como una voz influyente —y a menudo polémica— dentro del debate sobre el poder de Silicon Valley en el siglo XXI.

Es coautor, junto a Nicholas W. Zamiska, de La república tecnológica: Poder duro, pensamiento débil y el futuro de Occidente (2025), un ensayo que plantea una crítica frontal a la complacencia tecnológica y propone reconfigurar la relación entre industria, gobierno y poder global. En esta obra, Karp articula una visión donde la innovación debe alinearse con objetivos estratégicos y políticos, defendiendo el papel activo de la tecnología en la configuración del orden internacional. Su escritura se caracteriza por un tono provocador y ensayístico, más cercano al manifiesto político que al análisis académico convencional.

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