Windows on Mathematical Meanings
Learning Cultures and Computers
(Sprache: Englisch)
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...
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Klappentext zu „Windows on Mathematical Meanings “
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.
Inhaltsverzeichnis zu „Windows on Mathematical Meanings “
Foreword.- 1. Visions of the Mathematical.- 2. Laying the Foundations.- 3. Tools and Technologies.- 4. Ratio World.- 5. Webs and Situated Abstractions.- 6. Beyond the Individual Learner.- 7. Cultures and Change.- 8. A Window on Teachers.- 9. A Window on Schools.- 10. Re-visioning Mathematical Meanings.- References.
Bibliographische Angaben
- Autoren: Celia Hoyles , Richard Noss
- 1996, 296 Seiten, Maße: 16 x 24,1 cm, Gebunden, Englisch
- Verlag: Springer Netherlands
- ISBN-10: 0792340736
- ISBN-13: 9780792340737
- Erscheinungsdatum: 30.06.1996
Sprache:
Englisch
Rezension zu „Windows on Mathematical Meanings “
"Noss and Hoyles take on the field of Mathematics Education as a whole to develop a coherent theoretical framework that will encompass its psychological, social, pedagogical and epistemological dimensions. Their pages abound with socratic flies to torment anyone who claims to understand concepts like abstract, concrete, formal, common-sensical and even mathematics, without the context of an elaborated theory. At the same time they present the most elaborated theoretical discussion to date of how the computer presence might contribute to the development of the field." Seymour Papert, Massachusetts Institute of Technology `I would say that the book is very readable, and contains a number of interesting details as well as the construction of a theory. It is one important step in developing a theoretical framework for the use of technology in mathematics education.' Nordic Studies in Mathematical Education, 3 (1997)
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