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Author: Paul Cobb
Publisher: Routledge
ISBN: 1136486100
Category : Education
Languages : en
Pages : 313
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Book Description
This book grew out of a five-year collaboration between groups of American and German mathematics educators. The central issue addressed accounting for the messiness and complexity of mathematics learning and teaching as it occurs in classroom situations. The individual chapters are based on the view that psychological and sociological perspectives each tell half of a good story. To unify these concepts requires a combined approach that takes individual students' mathematical activity seriously while simultaneously seeing their activity as necessarily socially situated. Throughout their collaboration, the chapter authors shared a single set of video recordings and transcripts made in an American elementary classroom where instruction was generally compatible with recent reform recommendations. As a consequence, the book is much more than a compendium of loosely related papers. The combined approach taken by the authors draws on interactionism and ethnomethodology. Thus, it constitutes an alternative to Vygotskian and Soviet activity theory approaches. The specific topics discussed in individual chapters include small group collaboration and learning, the teacher's practice and growth, and language, discourse, and argumentation in the mathematics classroom. This collaborative effort is valuable to educators and psychologists interested in situated cognition and the relation between sociocultural processes and individual psychological processes.
Author: Paul Cobb
Publisher: Routledge
ISBN: 1136486100
Category : Education
Languages : en
Pages : 313
Get Book Here
Book Description
This book grew out of a five-year collaboration between groups of American and German mathematics educators. The central issue addressed accounting for the messiness and complexity of mathematics learning and teaching as it occurs in classroom situations. The individual chapters are based on the view that psychological and sociological perspectives each tell half of a good story. To unify these concepts requires a combined approach that takes individual students' mathematical activity seriously while simultaneously seeing their activity as necessarily socially situated. Throughout their collaboration, the chapter authors shared a single set of video recordings and transcripts made in an American elementary classroom where instruction was generally compatible with recent reform recommendations. As a consequence, the book is much more than a compendium of loosely related papers. The combined approach taken by the authors draws on interactionism and ethnomethodology. Thus, it constitutes an alternative to Vygotskian and Soviet activity theory approaches. The specific topics discussed in individual chapters include small group collaboration and learning, the teacher's practice and growth, and language, discourse, and argumentation in the mathematics classroom. This collaborative effort is valuable to educators and psychologists interested in situated cognition and the relation between sociocultural processes and individual psychological processes.
Author: Jacob Klein
Publisher: Courier Corporation
ISBN: 0486319814
Category : Mathematics
Languages : en
Pages : 246
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Book Description
Important study focuses on the revival and assimilation of ancient Greek mathematics in the 13th-16th centuries, via Arabic science, and the 16th-century development of symbolic algebra. 1968 edition. Bibliography.
Author: Jordan Ellenberg
Publisher: Penguin Press
ISBN: 1594205221
Category : Mathematics
Languages : en
Pages : 480
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Book Description
A brilliant tour of mathematical thought and a guide to becoming a better thinker, How Not to Be Wrong shows that math is not just a long list of rules to be learned and carried out by rote. Math touches everything we do; It's what makes the world make sense. Using the mathematician's methods and hard-won insights-minus the jargon-professor and popular columnist Jordan Ellenberg guides general readers through his ideas with rigor and lively irreverence, infusing everything from election results to baseball to the existence of God and the psychology of slime molds with a heightened sense of clarity and wonder. Armed with the tools of mathematics, we can see the hidden structures beneath the messy and chaotic surface of our daily lives. How Not to Be Wrong shows us how--Publisher's description.
Author: Richard Noss
Publisher: Springer Science & Business Media
ISBN: 9400916965
Category : Education
Languages : en
Pages : 288
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Book Description
This book challenges some of the conventional wisdoms on the learning of mathematics. The authors use the computer as a window onto mathematical meaning-making. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.
Author: George Lakoff
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 520
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Book Description
A study of the cognitive science of mathematical ideas.
Author: Leo Corry
Publisher: Birkhäuser
ISBN: 3034879172
Category : Mathematics
Languages : en
Pages : 463
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Book Description
This book describes two stages in the historical development of the notion of mathematical structures: first, it traces its rise in the context of algebra from the mid-1800s to 1930, and then considers attempts to formulate elaborate theories after 1930 aimed at elucidating, from a purely mathematical perspective, the precise meaning of this idea.
Author: Florian Cajori
Publisher: Courier Corporation
ISBN: 0486161161
Category : Mathematics
Languages : en
Pages : 865
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Book Description
This classic study notes the origin of a mathematical symbol, the competition it encountered, its spread among writers in different countries, its rise to popularity, and its eventual decline or ultimate survival. 1929 edition.
Author: Keith J. Devlin
Publisher:
ISBN: 9780615653631
Category : Mathematics
Languages : en
Pages : 0
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Book Description
"Mathematical thinking is not the same as 'doing math'--unless you are a professional mathematician. For most people, 'doing math' means the application of procedures and symbolic manipulations. Mathematical thinking, in contrast, is what the name reflects, a way of thinking about things in the world that humans have developed over three thousand years. It does not have to be about mathematics at all, which means that many people can benefit from learning this powerful way of thinking, not just mathematicians and scientists."--Back cover.
Author: Jürgen Maasz
Publisher: Sense Publishers
ISBN: 9077874747
Category : Mathematics
Languages : en
Pages : 323
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Book Description
Mathematics education research has blossomed into many different areas which we can see in the programmes of the ICME conferences as well as in the various survey articles in the Handbooks. However, all of these lines of research are trying to grapple with a common problem, the complexity of the process of learning mathematics. Although our knowledge of the process is more extensive and deeper despite the fragmented nature of research in this area, there is still a need to overcome this fragmentation and to see learning as one process with different aspects. To overcome this fragmentation, this book identifies six themes: (1) mathematics, culture and society, (2) the structure of mathematics and its influence on the learning process, (3) mathematics learning as a cognitive process, (4) mathematics learning as a social process, (5) affective conditions of the mathematics learning process, (6) new technologies and mathematics learning. This book is addressed to all researchers in mathematic education. It gives an orientation and overview by addressing some carefully chosen questions on what is going on and what are the main results and questions what are important books or papers if further information is needed.
Author: E. T. Bell
Publisher: Courier Corporation
ISBN: 0486152286
Category : Mathematics
Languages : en
Pages : 657
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Book Description
Time-honored study by a prominent scholar of mathematics traces decisive epochs from the evolution of mathematical ideas in ancient Egypt and Babylonia to major breakthroughs in the 19th and 20th centuries. 1945 edition.
