[Maths-Education] New Doctoral level texts in Maths Education

[Ernest, Paul]

Colleagues might like to know that I recently published

The Psychology of Learning Mathematics: The cognitive, affective and contextual domains of mathematics education by Paul Ernest,  LAP LAMBERT Academic Publishing (Paper 164pp 25 Feb 2011), ISBN: 3844313060 & 978-3844313062

http://www.amazon.co.uk/Psychology-Learning-Mathematics-contextual-mathematics/dp/3844313060/ref=sr_1_13?s=books&ie=UTF8&qid=1302618303&sr=1-13

Mathematics and Special Educational Needs: Theories of mathematical ability and effective types of intervention with low and high attainers in mathematics by Paul Ernest, LAP LAMBERT Academic Publishing (Paper 140pp 21 March 2011), ISBN: 3844322272, 978-3844322279

http://www.amazon.co.uk/Mathematics-Special-Educational-Needs-mathematical/dp/3844322272



These are based on distance learning texts I wrote for the now defunct Exeter distance taught doctoral programme (EdD) in Maths Education, and are designed for Masters/Doctoral level students, but can be used profitably by UG/PGCE Maths Education specialists - both primary and secondary



There will be 3 more titles in development in the series to be published by this summer

 1.  The Mathematics Curriculum
 2.  Mathematics and Gender: The nature of mathematics and equal opportunities
 3.  Research Methodology in Mathematics Education

If colleagues would like to preview a pdf file of the whole book (the first 2 above for the present, the other 3 when published) please email me p.ernest at ex.ac.uk<mailto:p.ernest at ex.ac.uk> and I will send you the file(s)



For your information, further details of the books are as follows



The Psychology of Learning Mathematics: The cognitive, affective and contextual domains of mathematics education by Paul Ernest

This book overviews concepts, theories and research in the psychology of learning mathematics, including research methodologies. The organising framework is the classification of the central learning outcomes of school mathematics into facts, skills, conceptual structures, general strategies and appreciation. Each component is treated in one or two dedicated chapters. There is a chapter on theoretical and practical aspects of constructivist learning theory, and another on the mathematical processes, strategies, and thinking involved in mathematical problem solving, including meta-cognition. A further chapter treats attitudes to and the appreciation of mathematics. The last two chapters explore a theme that has emerged as important in the psychology of mathematics education in recent years, the impact of context, both task and social context. This concerns the cognitive and psychological significance of both the external representations and situated embodiments of mathematical ideas and tasks, and also their internal, mental representations. It also concerns the links between these two domains including theories of transfer of learning.



Mathematics and Special Educational Needs: Theories of mathematical ability and effective types of intervention with low and high attainers in mathematics

This book treats all the key issues concerning the teaching and learning of mathematics for students with special needs. It analyses the range of meanings given to the term special needs in mathematics. It analyses the concepts of intelligence and mathematical ability and the underlying concepts and theories. It devotes an extensive chapter to the diagnosis and remediation of specific learning difficulties in mathematics. An important issue is that of attitudes to mathematics, because low attainment is often associated with poor attitudes, and this is treated in depth. Another chapter focuses on the role of language, which is especially prominent in problems of dyslexia and dyscalculia and mathematics. High attainers and gifted and talented students in mathematics have their own special needs so that their unique talents can flourish, and there is an extensive treatment of students of these types. Lastly, the implications for the teaching of mathematics for students with special needs is considered. The penultimate chapter presents the most effective forms of mathematical pedagogy and curriculum modifications required to ensure success for all students.



Lastly, note that the publisher LAMBERT Academic Publishing are seeking new books and specialize in publishing doctoral theses. So your students could publish their masters and doctoral theses there.


Best wishes

Paul
__________________
Paul Ernest
Emeritus Professor
Graduate School of Education
University of Exeter
St Lukes, Heavitree Road
Exeter  EX1 2LU, UK
+44-(0)1392-264796
http://www.people.ex.ac.uk/PErnest/

Visiting Professor, University of Oslo, Norway
Adjunct Professor, Hope University, Liverpool

See http://www.people.ex.ac.uk/PErnest/  for Philosophy of Mathematics Education Journal - No. 25 on theme Critical Mathematics Education

NEW BOOKS

The Psychology of Learning Mathematics: The cognitive, affective and contextual domains of mathematics education by Paul Ernest,  LAP LAMBERT Academic Publishing (Paper 164pp 25 Feb 2011), ISBN: 3844313060 & 978-3844313062

Mathematics and Special Educational Needs: Theories of mathematical ability and effective types of intervention with low and high attainers in mathematics by Paul Ernest, LAP LAMBERT Academic Publishing (Paper 140pp  21 March 2011), ISBN: 3844322272, 978-3844322279