By Heinz Steinbring

ISBN-10: 0387242511

ISBN-13: 9780387242514

ISBN-10: 0387242538

ISBN-13: 9780387242538

The development of recent Mathematical wisdom in lecture room interplay bargains with the very particular features of mathematical communique within the lecture room. the final learn query of this e-book is: How can daily arithmetic instructing be defined, understood and constructed as a instructing and studying setting during which the scholars achieve mathematical insights and extending mathematical competence through the teacher’s tasks, bargains and demanding situations? How can the ‘quality’ of arithmetic instructing be discovered and effectively defined? And the subsequent extra particular study query is investigated: How is new mathematical wisdom interactively built in a standard tutorial communique between scholars including the trainer? with the intention to solution this query, an try out is made to go into as in-depth as attainable lower than the outside of the seen phenomena of the observable daily instructing occasions. to be able to accomplish that, theoretical perspectives approximately mathematical wisdom and conversation are elaborated. The cautious qualitative analyses of numerous episodes of arithmetic educating in basic tuition relies on an epistemologically orientated research Steinbring has built during the last years and utilized to arithmetic educating of other grades. The e-book deals a coherent presentation and a meticulous program of this basic examine strategy in arithmetic schooling that establishes a reciprocal dating among daily school room conversation and epistemological stipulations of mathematical wisdom built in interplay.

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Extra info for The Construction of New Mathematical Knowledge in Classroom Interaction: An Epistemological Perspective (Mathematics Education Library)

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Furthermore, this relation represents the core of the epistemologically-oriented analysis of mathematical interactions used in the following discussion (see chapter 3). Every mathematical knowledge requires certain sign or symbol systems to grasp and code the knowledge. In elementary teaching, these are mainly arithmetical number signs. These signs, on their own, do not have a meaning. The meaning of a mathematical sign has to be constructed by the student. The form and structure of the signs have emerged historically and are largely conventional and arbitrary.

For the analysis of the semiotic problem, of how relations between symbols and referents are realized, similar triangular schemes have been developed in mathematics, linguistics and the philosophy of language. A comparable triangle has been introduced by Frege (1892, 1969): „sign, sense, and meaning". In this scheme „meanmg" represents the objective idea of the thing. „Sense" contains the subjective interpretation which a person undertakes with the object and which is related to the „meaning", but is subject to changes.

Frege (1892; 1969), Ogden & Richards (1923)). It is a specific theoretical instrument for mathematics education, that is used for characterizing the particularities of mathematical knowledge and for analyzing mathematical interaction and communication. Educational problems in mathematics, as they become visible from an epistemological perspective in everyday teaching practice, have been an essential source of the development of the epistemological triangle. The practice of mathematics, especially in school, is ...

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The Construction of New Mathematical Knowledge in Classroom Interaction: An Epistemological Perspective (Mathematics Education Library) by Heinz Steinbring


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