Critical Maths for Innovative Societies(创新型社会的关键——数学)（英文版，2014

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2014-12-9 19:12:11 上传

Critical Maths for Innovative Societies
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Foreword
As scientists and engineers drive so much of our innovation and creation of
knowledge, high-quality science, technology, engineering, and mathematics
education is key to the success of advanced economies. Given its transversal nature,
mathematics education is a cornerstone of this agenda.
Beyond nurturing the talent of mathematicians, scientists and engineers, good
mathematics education can also foster the innovative capacities of the entire
student population, including creative skills, critical thinking, communication, team
work and self-confidence.
This book explores how to achieve these goals. Based on a review of state-ofthe-
art experimental and quasi-experimental research, it argues that new types of
problems should be featured in mathematics curricula, and shows that pedagogies
that emphasise metacognition have an impact on mathematics outcomes, including
mathematical reasoning, communication and math anxiety, from kindergarten to
university level.
Among the many findings of the book, two have especially caught my attention.
First, pedagogies that highlight metacognition are even more effective in collaborative
settings. Second, their effectiveness is enhanced when they address both the
“cognitive” and “emotional” dimensions of learning. Singapore has pioneered the
large-scale adoption of this approach, explicitly emphasising metacognition in its
maths curriculum. Interestingly, it is also one of the top performers in mathematics
and problem solving in OECD Programme for International Student Assessment
(PISA). That suggests that changes in pedagogy could better prepare students to
develop the kind of mathematical skills that they will need in more innovative
societies.
A complement to two recent books from the Centre for Educational Research and
Innovation (CERI), The Nature of Learning and Art for Art’s Sake?, this book is designed
to assist practitioners, curriculum developers and policy makers alike in preparing
today’s students for tomorrow’s world.

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关键词：Innovative Societies Critical CRITIC novat innovation technology education including creation

Zitsing 发表于 2014-12-9 19:14
Foreword
As scientists and engineers drive so much of our innovation and creation of
knowledge ...

书是好书，就是贵了

cherubiclee 发表于 2014-12-9 19:33
书是好书，就是贵了

你看看论坛上几本书是低于30的？

Zitsing 发表于 2014-12-9 20:01
你看看论坛上几本书是低于30的？

你数学没学好么？   
需要人批判么？

cherubiclee 发表于 2014-12-9 19:33
书是好书，就是贵了

[em17][em17][em17][em17][em17][em17][em17][em17]给你点赞!

好书，看看

{:3_54:}

如果能给出目录，看看内容是否适合就好了

Table of contents
Acronyms and abbreviations....................................................................................... 13
Executive summary...................................................................................................... 15
Introduction ................................................................................................................... 19
Chapter 1. Mathematics education and problem-solving skills
in innovative societies................................................................................. 23
Complex, unfamiliar and non-routine problem solving.......................................... 24
Mathematical reasoning............................................................................................... 27
Mathematical creativity, divergent thinking and posing problems ....................... 28
Mathematical communication ................................................................................... 30
Conclusion...................................................................................................................... 32
References ...................................................................................................................... 33
Chapter 2. What is metacognition?.............................................................................. 35
What is the difference between cognition and metacognition? ............................ 36
Models of metacognition.............................................................................................. 37
General versus domain-specific metacognition ...................................................... 41
How does metacognition develop with age? ............................................................ 41
How does metacognition affect learning and achievement?.................................. 43
Conclusion...................................................................................................................... 43
References ...................................................................................................................... 45
Chapter 3. Metacognitive pedagogies.......................................................................... 49
Can metacognition be taught? ................................................................................... 50
What is the role of co-operative learning? ................................................................ 50
Is explicit practice necessary? .................................................................................... 55
Metacognitive pedagogies: how, when and for whom? .......................................... 56
Conclusion ..................................................................................................................... 57
References ...................................................................................................................... 58
Chapter 4. Metacognitive pedagogies in mathematics education........................... 63
Polya’s heuristics for solving maths problems ......................................................... 64
Schoenfeld’s metacognitive instructional model .................................................... 66TABLE OF CONTENTS
8 CRITICAL MATHS FOR INNOVATIVE SOCIETIES: THE ROLE OF METACOGNITIVE PEDAGOGIES © OECD 2014
IMPROVE model ............................................................................................................. 68
Verschaffel’s model of metacognitive instruction
for upper elementary school maths ........................................................................... 72
Singapore model of mathematics problem solving.................................................. 73
Comparing the metacognitive models ....................................................................... 74
Conclusion...................................................................................................................... 77
References ...................................................................................................................... 78
Chapter 5. The effects of metacognitive instruction on achievement.................... 81
The impact of metacognitive programmes on problem solving
across age groups .......................................................................................................... 82
Immediate, delayed and lasting effects of metacognitive instruction .................. 101
What conditions work best for metacognitive instructional models? ................. 104
Conclusion...................................................................................................................... 112
References ...................................................................................................................... 114
Chapter 6. The effects of metacognitive pedagogies on social
and emotional skills ................................................................................... 121
Can social-emotional skills be taught? ...................................................................... 125
Metacognitive pedagogies and their effects on social-emotional
competencies ................................................................................................................. 126
Type I studies: the effects of achievement-focused interventions ........................ 127
Type II studies: using metacognitive pedagogies to promote social-emotional
competencies ................................................................................................................ 130
Type III studies: the combined approach ................................................................... 135
Conclusion...................................................................................................................... 139
References ...................................................................................................................... 141
Chapter 7. Combining technology and metacognitive processes
to promote learning ................................................................................... 145
Combining domain-specific mathematics software
with metacognitive instruction .................................................................................. 147
E-learning supported by metacognitive instruction................................................. 151
Asynchronous learning networks supported by metacognitive instruction ........ 153
Mobile learning in mathematics ................................................................................. 155
Intelligent tutoring software ....................................................................................... 155
Mathematics e-books.................................................................................................... 156
Conclusion...................................................................................................................... 157
References ..................................................................................................................... 160
Chapter 8. Metacognitive programmes for teacher training.................................... 163
How do teachers apply metacognitive processes
in their classrooms?...................................................................................................... 164
Implementing metacognitive pedagogies in professional development
programmes .................................................................................................................. 166
The effects of metacognitive pedagogies on pre-service teachers ........................ 173
Conclusion...................................................................................................................... 182
References ...................................................................................................................... 184
Chapter 9. Looking backwards: Summary and conclusion...................................... 187
References ...................................................................................................................... 193