Mathematics Education From An Asian Perspective Penerbit Usm

This book presents an exceptional collection of 11 articles on contemporary research studies that address current and critical issues of researches, theories and practices in the fields of mathematics education at various levels from primary to tertiary education. In addition, the book covers various innovative research studies from both local and abroad such as cognitive diagnostic assessment (CDA) and assessment for learning (AfL), teaching and learning of mathematics using the dynamic geometry software (DGS), action-process-object-schema (APOS) theory and relationship mapping and inverse (RMI) principle, as well as mathematics lesson structure (MLS) and collaborative lesson research (CLR). The contents of this book should be of interest to both national and international researchers and scholars, particularly mathematics educators, mathematics education researchers, teacher trainers, university students, teachers, curriculum planners, as well as policymakers.

This book offers a counterpart to the extensive corpus of literature available on the same topic from a Western perspective. It showcases innovative approaches to professional development of mathematics teachers in Asian countries, and reports on both empirical and expository studies of teachers’ professional development in these counties. It provides scholars from non-English-speaking and under-represented Asian countries the opportunity to engage in discourse with other scholars in the field, and is the first book to present substantial contributions from scholars in Asia on the professional development of mathematics teachers in their respective countries. It includes perspectives that shed valuable light on how the approaches pursued in Asian countries resemble or differ from those in the West.

This book focuses on the development of research in mathematics education cultures and its products from the perspective of local educators. It consists of contributions from Mainland China, Indonesia, Korea, Macao, Singapore, the Philippines, and Turkey. This book examines the development of the culture of research in the respective countries and also reviews the research conducted in the recent past in mathematics education. It takes a critical stance through identifying the various accomplishments, and identifying challenges for the future of research in terms of its diversification and quality. Divided into two sections, the first section considers factors around the development of a research culture in the respective countries by focusing on the means used to develop research expertise and quality. The second section consists of overviews of the area of research and methodologies conducted in mathematics education in the various countries, with the intention of highlighting the research topics conducted as well as discussing omissions of such research.

Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the “flat earth” syndrome, old distinctions and biases between different groups of researcher’s persist. In addition limited accessibility to conferences and journals also contribute to this problem. The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education. The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives.

Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the “flat earth” syndrome, old distinctions and biases between different groups of researcher’s persist. In addition limited accessibility to conferences and journals also contribute to this problem. The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education. The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives.

This book addresses the problems and possibilities of English language education in Southeast Asia from the point-of-view of researchers who are themselves also English language teachers. The researchers are from Malaysia, Indonesia, Philippines, Singapore and New Zealand. The articles in this edited book examine teaching and language learning goals in relation to the desired development of linguistic knowledge. More importantly, the articles also reflect on the nurturing of appropriate learning abilities and independent thinking that is framed by the expanding learner awareness of identity, culture, and society within and beyond the classroom. Ultimately, the book tackles issues that emerge from the fact that we teach and learn English in a region that is hugely multicultural and multilingual.

This book gives readers a present and critical view of different language and linguistic issues in selected Asian contexts. The language aspect of the manuscript explores various areas of English language learning and teaching while the linguistic aspect looks at different fields such as sociolinguistics, semantics, stylistics, corpus-based studies, translation studies and cultural studies. These aspects also provide distinct tangents in researching language for they offer significant points of view and outcomes in understanding the influence and/or the function of cultures when dealing with either spoken or written discourses involving native or non-native speakers. Such dynamics are instrumental in bringing about wider range of topics pertinent to the transdisciplinary nature of the current research theme in this part of the world. Substantially, the major sub-disciplines included in the manuscript frame both theoretical and hands-on implications for more rigourous innovations and expansions in the respective area of investigation.