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Tax Avoidance Research: Exploring Networks and Dynamics of Global Academic Collaboration (SIDREA Series in Accounting and Business Administration)
by Antonio De Vito Francesco GrossettiThis book explores the intricate realm of tax avoidance, synthesizing existing empirical literature in the field. The work starts by exploring the theoretical underpinnings of tax avoidance, dissecting its unique features compared to tax evasion. It delves into measurement methodologies and dissects the determinants contributing to its prevalence. Moreover, it analyzes the economic consequences of tax avoidance, emphasizing its impact on critical accounting issues, including financial reporting transparency, cost of capital, and firm value. Next, the book offers a foundational understanding of graph theory, unveiling the core elements of networks, such as nodes and edges. The book covers the theoretical fundamentals and addresses the practical side of constructing networks based on real-world relational systems. It emphasizes the importance of effective data collection and representation methods and underscores the importance of optimizing network layouts for enhanced visual representation. Using network analysis, the book further offers a deep dive into empirical studies on tax avoidance over the past two decades, revealing insights into the collaborative nature of this stream of research. Finally, the book summarizes the key insights of the network analysis on tax avoidance. It underscores the dynamic nature of individual authors' roles and affiliations, shedding light on the collaborative dynamics within institutions.
Taxicab Geometry: An Adventure in Non-Euclidean Geometry
by Eugene F. KrauseThis entertaining, stimulating textbook offers anyone familiar with Euclidean geometry -- undergraduate math students, advanced high school students, and puzzle fans of any age -- an opportunity to explore taxicab geometry, a simple, non-Euclidean system that helps put Euclidean geometry in sharper perspective.In taxicab geometry, the shortest distance between two points is not a straight line. Distance is not measured as the crow flies, but as a taxicab travels the "grid" of the city street, from block to block, vertically and horizontally, until the destination is reached. Because of this non-Euclidean method of measuring distance, some familiar geometric figures are transmitted: for example, circles become squares.However, taxicab geometry has important practical applications. As Professor Krause points out, "While Euclidean geometry appears to be a good model of the 'natural' world, taxicab geometry is a better model of the artificial urban world that man has built."As a result, the book is replete with practical applications of this non-Euclidean system to urban geometry and urban planning -- from deciding the optimum location for a factory or a phone booth, to determining the most efficient routes for a mass transit system.The underlying emphasis throughout this unique, challenging textbook is on how mathematicians think, and how they apply an apparently theoretical system to the solution of real-world problems.
Taylor Coefficients and Coefficient Multipliers of Hardy and Bergman-Type Spaces
by Miroljub Jevtić Dragan Vukotić Miloš ArsenovićThis book provides a systematic overview of the theory of Taylor coefficients of functions in some classical spaces of analytic functions and especially of the coefficient multipliers between spaces of Hardy type. Offering a comprehensive reference guide to the subject, it is the first of its kind in this area. After several introductory chapters covering the basic material, a large variety of results obtained over the past 80 years, including the most recent ones, are treated in detail. Several chapters end with discussions of practical applications and related topics that graduate students and experts in other subjects may find useful for their own purposes. Thus, a further aim of the book is to communicate to non-specialists some concrete facts that may be of value in their own work. The book can also be used as a textbook or a supplementary reference for an advanced graduate course. It is primarily intended for specialists in complex and functional analysis, graduate students, and experts in other related fields.
Tbilisi Analysis and PDE Seminar: Extended Abstracts of the 2020-2023 Seminar Talks (Trends in Mathematics #7)
by Eugene Shargorodsky Roland Duduchava George TephnadzeThe aim of this volume is to present some new developments and ideas in partial differential equations and mathematical analysis, including spectral analysis and boundary value problems for PDE, harmonic analysis, inequalities, integral equations, and applications. This book is a collection of short summaries of reports from lectures delivered at Tbilisi Analysis & PDE seminars and workshops. In particular, it contains some applications and several open questions aimed at inspiring further research. The volume contains 21 research articles.
Teach Now! Mathematics: Becoming a Great Mathematics Teacher (Teach Now!)
by Julia UptonBeing taught by a great teacher is one of the great privileges of life. Teach Now! is an exciting new series that opens up the secrets of great teachers and, step-by-step, helps trainees to build the skills and confidence they need to become first-rate classroom practitioners. Written by a highly-skilled practitioner, this practical, classroom-focused guide contains all the support you need to become a great mathematics teacher. Combining a grounded, modern rationale for learning and teaching with highly practical training approaches, the book guides you through the themes of mathematics teaching and the skills needed to demonstrate learning. Teach Now! Mathematics also offers clear, straightforward advice on classroom practice, lesson planning and working in schools. Teaching and learning, planning, assessment and behaviour management are all covered in detail, with a host of carefully chosen examples used to demonstrate good practice. Every example is rooted in recent experience in the mathematics classroom. The commonalities of teaching pedagogy across all subjects are discussed but this book gets to the heart of the unique nature of this subject. From building confidence to developing problem-solving skills and mathematical literacy, this book considers what the keys to success are in learning, and hence teaching, mathematics. There are also chapters on dealing with pressure, excelling in observations, finding the right job and succeeding at interview. Throughout the book, there is a great selection of ready-to-use activities, strategies and techniques which will help put you on the fast track to success in the classroom. With a strong emphasis on sparking students' interest and enthusiasm in mathematics, this book is your essential guide as you start your exciting and rewarding career as an outstanding mathematics teacher.
Teach Your Children Tables: How To Blitz Tests And Succeed In Mathematics For Life
by Bill HandleyBill Handley is well known for making maths fun! The first edition of Teach Your Children Tables challenged over 20000 readers -- and Bill has been inundated with letters of thanks since from parents whose children have quickly become proficient in maths and problem solving. This not only pleases their teachers but does wonders for a child's self-esteem. In this new, fully revised edition, rewritten for clearer understanding, Bill expands the sections on explaining multiplication to young children, on problem solving, and the correlation between the multiplication method and subtraction.
Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach (Studies in Mathematical Thinking and Learning Series)
by Ilana Horn Brette GarnerDrawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching. Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers’ learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning. This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice.
Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach (Studies in Mathematical Thinking and Learning Series)
by Ilana Horn Brette GarnerDrawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching.Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers’ learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning.This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice.
Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks
by Edna O. Schack Molly H. Fisher Jennifer A. WilhelmThis book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.
Teacher Noticing of Pre-service and In-service Secondary Mathematics Teachers: Influences of Teaching Experience, Cognitive Demands, and Teaching Internships on Perception, Interpretation, and Decision-making (Perspektiven der Mathematikdidaktik)
by Anton BastianIn light of increasing demands on teachers and the need to develop teaching-related competences, this book examines the situation-specific skill of teacher noticing in pre-service and in-service secondary mathematics teachers. A video-based test instrument is used to measure teachers’ noticing skills in perception, interpretation, and decision-making from both general and mathematics pedagogical perspectives. The aim is to understand the structure and characteristics of teacher noticing across different groups, as well as the influences of teaching experience and opportunities to learn. Three quantitative studies are conducted: two cross-sectional studies with 457 participants, including master’s students, early career teachers, and experienced teachers, and one longitudinal study with 175 master’s students. The results support the conceptualization of teacher noticing as comprising three facets. They also reveal positive influences of teaching experience on the development of teacher noticing, with in-service teachers outperforming master’s students. However, experienced teachers perform similarly to early career teachers in general and worse in certain areas, suggesting saturation or forgetting effects. The longitudinal study finds that interpretation skills facilitate the development of perception and decision-making, emphasizing the knowledge-based nature of teacher noticing.
A Teacher's Guide to Using the Common Core State Standards With Mathematically Gifted and Advanced Learners
by National Assoc For Gifted Children Gail R. Ryser Susan AssoulineA Teacher's Guide to Using the Common Core State Standards in Mathematics provides teachers and administrators with practical examples of ways to build a comprehensive, coherent, and continuous set of learning experiences for gifted and advanced students. It describes informal, traditional, off-level, and 21st century math assessments that are useful in making educational decisions about placement and programming. Featuring learning experiences for each grade within one math progression, the book offers insight into useful ways of both accelerating and enriching the CCSS mathematics standards. Each of the learning experiences includes a sequence of activities, implementation examples, and formative assessments. Specific instructional and management strategies for implementing the standards within the classroom, school, and school district will be helpful for both K-12 teachers and administrators.
A Teacher's Guide to Using the Common Core State Standards with Mathematically Gifted and Advanced Learners
by Gail Ryser Susan Assouline Susan JohnsenA Teacher's Guide to Using the Common Core State Standards With Mathematically Gifted and Advanced Learners provides teachers and administrators with practical examples of ways to build a comprehensive, coherent, and continuous set of learning experiences for gifted and advanced students. It describes informal, traditional, off-level, and 21st century math assessments that are useful in making educational decisions about placement and programming. Featuring learning experiences for each grade within one math progression, the book offers insight into useful ways of both accelerating and enriching the CCSS mathematics standards. Each of the learning experiences includes a sequence of activities, implementation examples, and formative assessments. Specific instructional and management strategies for implementing the standards within the classroom, school, and school district will be helpful for both K-12 teachers and administrators.
Teachers Have It Easy
by Daniel Moulthrop Henry Louis Gates Dave Eggers Ninive Clements CalegariSince its initial publication and multiple reprints in hardcover in 2005, Teachers Have It Easy has attracted the attention of teachers nationwide, appearing on the New York Times extended bestseller list, C-SPAN, and NPR's Marketplace, in addition to receiving strong reviews nationwide. Now available for the first time in paperback, this groundbreaking book examines how bad policy makes teachers' lives miserable.Many teachers today must work two or more jobs to survive; they cannot afford to buy homes or raise families. Interweaving teachers' voices from across the country with hard-hitting facts and figures, this book is a clear-eyed view of the harsh realities of public school teaching, without chicken-soup-for-the-soul success stories.With a look at the problems of recruitment and retention, the myths of short workdays and endless summer vacations, the realities of the work week, and shocking examples of how society views America's teachers, Teachers Have It Easy explores the best ways to improve public education and transform our schools.
Teachers of Mathematics Working and Learning in Collaborative Groups: The 25th ICMI Study (New ICMI Study Series)
by Despina Potari Hilda BorkoThis open access book is the product of an international study which offers a state-of-the-art summary of mathematics teacher collaboration with respect to theory, research, practice, and policy. The authors – leading researchers and teachers on mathematics teacher collaboration – represent a wide range of countries and cultures. Chapters explore the various forms of teacher collaboration; the diversity of settings and groupings in which mathematics teacher collaboration occurs; the tools and resources that support mathematics teacher collaboration and are the product of collaboration; and the breadth of outcomes of such collaboration. Teachers’ experiences and learning in collaborative settings are represented through their own voices as well as the voices of researchers. Forms and outcomes of collaboration are considered through a variety of theoretical perspectives and methodological approaches. The authors reflect on the policy implications of this work and suggest new directions of research that take into account contextual, cultural, national and political dimensions that impact teachers’ work and learning through collaboration. The book is a valuable resource for researchers, practitioners, and policy makers who are interested in the power of teacher collaboration, and its history and potential for promoting educational innovations and equitable experiences for all teachers and learners.
Teachers' Professional Development and the Elementary Mathematics Classroom: Bringing Understandings To Light (Studies in Mathematical Thinking and Learning Series)
by Sophia CohenThis book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding the learning that takes a teacher from a more traditional teaching practice to one that is focused on the ideas and understandings that students and teachers have of the subject matter. The work emerges from and reports on a unique data set from a two-year study of teacher learning that was funded by the Spencer and MacArthur foundations. The teachers, whose work is at the center of this study, were participants in the Developing Mathematical Ideas seminar (DMI), a mathematics teacher development seminar for elementary school teachers. This seminar is one example of intensive, domain-specific professional development. In this seminar teachers study elementary mathematics content to deepen their own understanding of it, they study the development among children of the ideas central to elementary mathematics, and they experience a teaching and learning environment consistent with the pedagogy envisioned by the National Council for Teachers of Mathematics' Principles and Standards for School Mathematics. The seminar is a nationally available teacher development curriculum, thus interested educators can gain access to the resources necessary to offer similar seminars in their own communities. Teachers' Professional Development and the Elementary Mathematics Classroom: Bringing Understandings to Light will be widely interesting to a broad audience, including mathematics teacher educators, teacher education researchers, policymakers, and classroom teachers. It will serve well as a text in a range of graduate courses dealing with teacher cognition/knowledge for teaching, mathematics methods, psychology of learning, and pedagogical theory.
Teaching and Learning About Whole Numbers in Primary School
by Terezinha Nunes Beatriz Vargas Dorneles Pi-Jen Lin Elisabeth Rathgeb-SchniererThis book offers a theory for the analysis of how children learn and are taught about whole numbers. Two meanings of numbers are distinguished - the analytical meaning, defined by the number system, and the representational meaning, identified by the use of numbers as conventional signs that stand for quantities. This framework makes it possible to compare different approaches to making numbers meaningful in the classroom and contrast the outcomes of these diverse aspects of teaching. The book identifies themes and trends in empirical research on the teaching and learning of whole numbers since the launch of the major journals in mathematics education research in the 1970s. It documents a shift in focus in the teaching of arithmetic from research about teaching written algorithms to teaching arithmetic in ways that result in flexible approaches to calculation. The analysis of studies on quantitative reasoning reveals classifications of problem types that are related to different cognitive demands and rates of success in both additive and multiplicative reasoning. Three different approaches to quantitative reasoning education illustrate current thinking on teaching problem solving: teaching reasoning before arithmetic, schema-based instruction, and the use of pre-designed diagrams. The book also includes a summary of contemporary approaches to the description of the knowledge of numbers and arithmetic that teachers need to be effective teachers of these aspects of mathematics in primary school. The concluding section includes a brief summary of the major themes addressed and the challenges for the future. The new theoretical framework presented offers researchers in mathematics education novel insights into the differences between empirical studies in this domain. At the same time the description of the two meanings of numbers helps teachers distinguish between the different aims of teaching about numbers supported by diverse methods used in primary school. The framework is a valuable tool for comparing the different methods and identifying the various assumptions about teaching and learning.
Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction (Research in Mathematics Education)
by Chiara Andrà, Domenico Brunetto, Esther Levenson and Peter LiljedahlThe book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book’s third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, with a particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area.
Teaching and Learning Mathematics Online
by James P. Howard Ii John F. BeyersOnline education has become a major component of higher education worldwide. In mathematics and statistics courses, there exists a number of challenges that are unique to the teaching and learning of mathematics and statistics in an online environment. These challenges are deeply connected to already existing difficulties related to math anxiety, conceptual understanding of mathematical ideas, communicating mathematically, and the appropriate use of technology. Teaching and Learning Mathematics Online bridges these issues by presenting meaningful and practical solutions for teaching mathematics and statistics online. It focuses on the problems observed by mathematics instructors currently working in the field who strive to hone their craft and share best practices with our professional community. The book provides a set of standard practices, improving the quality of online teaching and the learning of mathematics. Instructors will benefit from learning new techniques and approaches to delivering content. Features Based on the experiences of working educators in the field Assimilates the latest technology developments for interactive distance education Focuses on mathematical education for developing early mathematics courses
Teaching and Learning of Calculus
by David Bressoud Imène Ghedamsi Victor Martinez-Luaces Günter TörnerThis survey focuses on the main trends in the field of calculus education. Despite their variety, the findings reveal a cornerstone issue that is strongly linked to the formalism of calculus concepts and to the difficulties it generates in the learning and teaching process. As a complement to the main text, an extended bibliography with some of the most important references on this topic is included. Since the diversity of the research in the field makes it difficult to produce an exhaustive state-of-the-art summary, the authors discuss recent developments that go beyond this survey and put forward new research questions.
The Teaching and Learning of Statistics
by Dani Ben-Zvi Katie MakarThis book presents the breadth and diversity of empirical and practical work done on statistics education around the world. A wide range of methods are used to respond to the research questions that form it's base. Case studies of single students or teachers aimed at understanding reasoning processes, large-scale experimental studies attempting to generalize trends in the teaching and learning of statistics are both employed. Various epistemological stances are described and utilized. The teaching and learning of statistics is presented in multiple contexts in the book. These include designed settings for young children, students in formal schooling, tertiary level students, vocational schools, and teacher professional development. A diversity is evident also in the choices of what to teach (curriculum), when to teach (learning trajectory), how to teach (pedagogy), how to demonstrate evidence of learning (assessment) and what challenges teachers and students face when they solve statistical problems (reasoning and thinking).
Teaching and Learning Patterns in School Mathematics
by Ferdinand RiveraThis book synthesizes research findings on patterns in the last twenty years or so in order to argue for a theory of graded representations in pattern generalization. While research results drawn from investigations conducted with different age-level groups have sufficiently demonstrated varying shifts in structural awareness and competence, which influence the eventual shape of an intended generalization, such shifts, however, are not necessarily permanent due to other pertinent factors such as the complexity of patterning tasks. The book proposes an alternative view of pattern generalization, that is, one that is not about shifts or transition phases but graded depending on individual experiences with target patterns. The theory of graded representations involving pattern generalization offers a much more robust understanding of differences in patterning competence since it is sensitive to varying levels of entry into generalization. Empirical evidence will be provided to demonstrate this alternative view, which is drawn from the author's longitudinal work with elementary and middle school children, including several investigations conducted with preservice elementary majors. Two chapters of the book will be devoted to extending pattern generalization activity to arithmetic and algebraic learning of concepts and processes. The concluding chapter addresses the pedagogical significance of pattern learning in the school mathematics curriculum.
Teaching and Learning Proof Across the Grades: A K-16 Perspective (Studies in Mathematical Thinking and Learning Series)
by Despina Stylianou Maria Blanton Eric KnuthA Co-Publication of Routledge for the National Council of Teachers of Mathematics (NCTM) In recent years there has been increased interest in the nature and role of proof in mathematics education; with many mathematics educators advocating that proof should be a central part of the mathematics education of students at all grade levels. This important new collection provides that much-needed forum for mathematics educators to articulate a connected K-16 "story" of proof. Such a story includes understanding how the forms of proof, including the nature of argumentation and justification as well as what counts as proof, evolve chronologically and cognitively and how curricula and instruction can support the development of students’ understanding of proof. Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help advance the design of further empirical and theoretical work in this area. By building and extending on existing research and by allowing a variety of voices from the field to be heard, Teaching and Learning Proof Across the Grades not only highlights the main ideas that have recently emerged on proof research, but also defines an agenda for future study.
Teaching and Learning Secondary School Mathematics: Canadian Perspectives in an International Context (Advances in Mathematics Education)
by Ann Kajander Jennifer Holm Egan J ChernoffThis volume brings together recent research and commentary in secondary school mathematics from a breadth of contemporary Canadian and International researchers and educators. It is both representative of mathematics education generally, as well as unique to the particular geography and culture of Canada. The chapters address topics of broad applicability such as technology in learning mathematics, recent interest in social justice contexts in the learning of mathematics, as well as Indigenous education. The voices of classroom practitioners, the group ultimately responsible for implementing this new vision of mathematics teaching and learning, are not forgotten. Each section includes a chapter written by a classroom teacher, making this volume unique in its approach. We have much to learn from one another, and this volume takes the stance that the development of a united vision, supported by both research and professional dialog, provides the first step.
Teaching and Learning Stochastics: Advances In Probability Education Research (ICME-13 Monographs)
by Carmen Batanero Egan J ChernoffThis book presents a collection of selected papers that represent the current variety of research on the teaching and learning of probability. The respective chapters address a diverse range of theoretical, empirical and practical aspects underpinning the teaching and learning of probability, curricular issues, probabilistic reasoning, misconceptions and biases, as well as their pedagogical implications. These chapters are divided into THREE main sections, dealing with: TEACHING PROBABILITY, STUDENTS' REASONING AND LEARNING AND EDUCATION OF TEACHERS.In brief, the papers presented here include research dealing with teachers and students at different levels and ages (from primary school to university) and address epistemological and curricular analysis, as well as the role of technology, simulations, language and visualisation in teaching and learning probability. As such, it offers essential information for teachers, researchers and curricular designers alike.
Teaching and Research in Mathematics: A Guide with Applications to Industry
by Parisa FatheddinThis insightful Guide is meant to serve any and all interested in pursuing a career in mathematics education and research. The author’s goal and the book’s theme is to help students and others make a smooth transition to teachers and researchers of mathematics.Part I presents helpful techniques on teaching and conducting research. This innovative book also offers strategies on how to observe from and develop research methods, carry out research, and begin writing research papers. It includes an introduction to LaTeX, the most widely used mathematics typesetting and rendering computer program.Part II introduces some modern research in mathematics in various industries. The aim in is to expose the reader to modern applications and help him/her become acquainted with research papers and how to read and understand them.Authored by a young teacher and researcher, also beginning her career, this book is written by and for young mathematicians. Most graduate students as she experienced, are not given a proper transitory introduction to research and are not taught the "how" in teaching, attending conferences and collaborating. The book is based on the author’s own observations and on techniques she has found effective.Mathematics graduate students and those in related fields will find assistance to help them reflect on and advance their career pursuits. Advisors and mentors might also find useful suggestions here.