Constructing Mathematical Knowledge - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Constructing Mathematical Knowledge write by Paul Ernest. This book was released on 2012-10-12. Constructing Mathematical Knowledge available in PDF, EPUB and Kindle. First published in 1994. This book and its companion volume, Mathematics, Education and Philosophy: An International Perspective are edited collections. Instead of the sharply focused concerns of the research monograph, the books offer a panorama of complementary and forward-looking perspectives. They illustrate the breadth of theoretical and philosophical perspectives that can fruitfully be brough to bear on the mathematics and education. The empathise of this book is on epistemological issues, encompassing multiple perspectives on the learning of mathematics, as well as broader philosophical reflections on the genesis of knowledge. It explores constructivist and social theories of learning and discusses the rile of the computer in light of these theories.
The Construction of New Mathematical Knowledge in Classroom Interaction
The Construction of New Mathematical Knowledge in Classroom Interaction - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook The Construction of New Mathematical Knowledge in Classroom Interaction write by Heinz Steinbring. This book was released on 2006-03-30. The Construction of New Mathematical Knowledge in Classroom Interaction available in PDF, EPUB and Kindle. Mathematics is generally considered as the only science where knowledge is uni form, universal, and free from contradictions. „Mathematics is a social product - a 'net of norms', as Wittgenstein writes. In contrast to other institutions - traffic rules, legal systems or table manners -, which are often internally contradictory and are hardly ever unrestrictedly accepted, mathematics is distinguished by coherence and consensus. Although mathematics is presumably the discipline, which is the most differentiated internally, the corpus of mathematical knowledge constitutes a coher ent whole. The consistency of mathematics cannot be proved, yet, so far, no contra dictions were found that would question the uniformity of mathematics" (Heintz, 2000, p. 11). The coherence of mathematical knowledge is closely related to the kind of pro fessional communication that research mathematicians hold about mathematical knowledge. In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical development of formal mathematical proof was, in fact, a means of estab lishing a communicable „code of conduct" which helped mathematicians make themselves understood in relation to the truth of mathematical statements in a co ordinated and unequivocal way.
Building Thinking Classrooms in Mathematics, Grades K-12
Building Thinking Classrooms in Mathematics, Grades K-12 - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Building Thinking Classrooms in Mathematics, Grades K-12 write by Peter Liljedahl. This book was released on 2020-09-28. Building Thinking Classrooms in Mathematics, Grades K-12 available in PDF, EPUB and Kindle. A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
Constructing Mathematical Knowledge
Constructing Mathematical Knowledge - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Constructing Mathematical Knowledge write by Paul Ernest. This book was released on 2003-09-02. Constructing Mathematical Knowledge available in PDF, EPUB and Kindle. Provides perspectives on the learning of mathematics and epistemology. The book explores constructivist and social theories of learning, and discusses the role of the computer in the light of these theories.
Mathematical Knowledge in Teaching
Mathematical Knowledge in Teaching - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Mathematical Knowledge in Teaching write by Tim Rowland. This book was released on 2011-01-06. Mathematical Knowledge in Teaching available in PDF, EPUB and Kindle. The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.
