It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality. The problem is that we have come to view mathematics as an arcane branch of knowledge that only a few can aspire to understand or grasp. The sense of separation between those who have the knowledge and those who do not, is present even amongst academics where many of the same skills and research practices exist - intuition, the use of symbolic structures and the use of intuition and insight. The more worrying...
It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter ho...
It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality. The problem is that we have come to view mathematics as an arcane branch of knowledge that only a few can aspire to understand or grasp. The sense of separation between those who have the knowledge and those who do not, is present even amongst academics where many of the same skills and research practices exist - intuition, the use of symbolic structures and the use of intuition and insight. The more worrying...
It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter ho...
In Dutch "WISKOBAS" stands for a particular kind of mathematics in the elementary school (ages 6-12). In tum Wiskobas was one of the depart ments in the IOWO, the Institute for the Development of Mathematics Education. This institute was concerned with the development of material for mathematics education as well as the related research on the possibility of change from the then existing arithmetic instruction to the future mathematics education. The present publication Three Dimensions has three aims: to give a picture of the goals Wiskobas set for future mathematics education, at the same...
In Dutch "WISKOBAS" stands for a particular kind of mathematics in the elementary school (ages 6-12). In tum Wiskobas was one of the depart ments in t...
The launch ofa new book series is always a challenging eventn ot only for the Editorial Board and the Publisher, but also, and more particularly, for the first author. Both the Editorial Board and the Publisher are delightedt hat the first author in this series isw ell able to meet the challenge. Professor Freudenthal needs no introduction toanyone in the Mathematics Education field and it is particularly fitting that his book should be the first in this new series because it was in 1968 that he, and Reidel, produced the first issue oft he journal Edu cational Studies in Mathematics....
The launch ofa new book series is always a challenging eventn ot only for the Editorial Board and the Publisher, but also, and more particularly, for ...
Given its abstract nature and the highly syntactical competence required by the use of symbolic algebra, research on its teaching and learning must rely on approaches that include semiotic concepts and analyses that recall the history of algebraic ideas, among others. Educational Algebra: A Theoretical and Empirical Approach deals with a theoretical perspective on the study of school algebra, in which both components (semiotics and history) occur. This perspective runs opposite to general theoretical models, since it submits components for the design of local frameworks for theoretical...
Given its abstract nature and the highly syntactical competence required by the use of symbolic algebra, research on its teaching and learning must...
New Directions for Situated Cognition in Mathematics Education represents the maturation and expansion of the situated cognition theories applied to mathematics education. All of the situations on which the chapters of this book are based exemplify activity which would be described as mathematical, whether they are classrooms, workplaces, homes or the street. In identifying mathematical activity, this book examines the ways people talk, what they talk about, what they focus on, how they classify experience, what levels and kinds of generality occur to them, what is varied and what is...
New Directions for Situated Cognition in Mathematics Education represents the maturation and expansion of the situated cognition theories applied t...
An innovative contribution to educational research is to be found in this book. The book addresses the need to generate texts that assist educators and future educators in taking up new research and making sense of it. It offers unique approaches to interpreting research within the mathematics education field and takes its place in a growing set of resources. The book will appeal to teacher educators, student teachers, and mathematics education researchers alike.
An innovative contribution to educational research is to be found in this book. The book addresses the need to generate texts that assist educators...
Mathematics education research as a discipline is situated at the confluence of an array of diffuse' seemingly incommensurable' and radically divergent discourses. Research claims that have grown out of mathematics education are wide-ranging and antagonistic rather than circumscribed by hidebound disciplinary frames. While there has never been a unified' totalising discipline of knowledge labelled 'mathematics education research'' and while it has always been a contested terrain' it is fair to say that the master paradigm out of which this field has been generated has been that of cognitive...
Mathematics education research as a discipline is situated at the confluence of an array of diffuse' seemingly incommensurable' and radically divergen...
Abstract: An outline of the structure of the book is presented, making the argument that the language we use for everyday mathematical ideas presents us with valuable evidence and insights into the nature of mathematics. Keywords: mathematical discourse, nature of mathematics I begin the book by looking at the way people speaking different languages talk about mathematical ideas in their everyday conversation. I end up questioning some common beliefs about mathematics, its history, and its pedagogy. The way we (English speakers) use numbers, the way we give directions, the way we express...
Abstract: An outline of the structure of the book is presented, making the argument that the language we use for everyday mathematical ideas presents ...
Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics. Special attention is paid to the notions of dialogue' and critique'. A central idea is that dialogue' supports critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of intention' and...
Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical s...
