Bøker av Sergei Abramovich

This book explores the topic of using technology, both physical and digital, to motivate creative mathematical thinking among students who are not considered `mathematically advanced.¿ The book reflects the authors¿ experience of teaching mathematics to Canadian and American teacher candidates and supervising several field-based activities by the candidates. It consists of eight chapters and an Appendix which includes details of constructing computational learning environments.Specifically, the book demonstrates how the appropriate use of technology in the teaching of mathematics can create conditions for the emergence of what may be called `collateral creativity,¿ a notion similar to Dewey¿s notion of collateral learning. Just as collateral learning does not result from the immediate goal of the traditional curriculum, collateral creativity does not result from the immediate goal of traditional problem solving. Rather, mathematical creativity emerges as a collateral outcome of thinking afforded by the use of technology.  Furthermore, collateral creativity is an educative outcome of one¿s learning experience with pedagogy that motivates students to ask questions about computer-generated or tactile-derived information and assists them in finding answers to their own or the teacher¿s questions. This book intends to provide guidance to teachers for fostering collateral creativity in their classrooms.

This book promotes the experimental mathematics approach in the context of secondary mathematics curriculum by exploring mathematical models depending on parameters that were typically considered advanced in the pre-digital education era.

Addresses recommendations of the Conference Board of the Mathematical Sciences for the preparation of teachers demonstrating how abstract mathematical concepts can be motivated by concrete activities. Such an approach makes it easier for the teachers to grasp the meaning of generalization and formal proof.

The book includes material that the author would have shared with teacher candidates should there have been more instructional time than a 3 credit hour master's level course, "Elementary Mathematics: Content and Methods," provides. Thus the book can supplement a basic textbook for such a course by extending content and diversifying methods.

Addresses core recommendations by the Conference Board of the Mathematical Sciences - an umbrella organisation consisting of sixteen professional societies in the United States - regarding the mathematical preparation of the teachers.