Colette Laborde Marie-Jeanne Perrin-Glorian Anna Sierpinska
New research in mathematics education deals with the complexity of the mathematics classroom. The classroom teaching situation constitutes a pertinent unit of analysis for research into the ternary didactic relationship which binds teachers, students and mathematical knowledge. The classroom is considered as a complex didactic system, which offers the researcher an opportunity to gauge the boundaries of the freedom that is left with regard to choices about the knowledge to be taught and the ways of organizing the students learning, while giveing rise to the study of interrelations between...
New research in mathematics education deals with the complexity of the mathematics classroom. The classroom teaching situation constitutes a pertin...
The concept of understanding in mathematics with regard to mathematics education is considered in this volume, the main problem for mathematics teachers being how to facilitate their students' understanding of the mathematics being taught.
The concept of understanding in mathematics with regard to mathematics education is considered in this volume, the main problem for mathematics teache...
The concept of understanding in mathematics with regard to mathematics education is considered in this volume. The main problem for mathematics teachers being how to facilitate their students' understanding of the mathematics being taught. In combining elements of maths, philosophy, logic, linguistics and the psychology of maths education from her own and European research, Dr Sierpinska considers the contributions of the social and cultural contexts to understanding. The outcome is an insight into both mathematics and understanding.
The concept of understanding in mathematics with regard to mathematics education is considered in this volume. The main problem for mathematics teache...
In 1978, in the foreword to Weeding and Sowing: A Preface to a Scienceof Mathematics Education, Hans Freudenthal wrote that his book is a preface to a science that does not exist. Almost 20 years later, does his claim still hold true? The present book is the result of the reflection of many individuals in mathematics education on this and related questions. Is mathematics education a science? Is it a discipline? In what sense? What is its place within other domains of research and academic disciplines? What accounts for its specificity? In the book, the reader will...
In 1978, in the foreword to Weeding and Sowing: A Preface to a Scienceof Mathematics Education, Hans Freudenthal wrote that his boo...
No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as weII as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a...
No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as weII as to use and communicate mathematics in...
Colette Laborde Marie-Jeanne Perrin-Glorian Anna Sierpinska
New research in mathematics education deals with the complexity of the mathematics classroom. The classroom teaching situation constitutes a pertinent unit of analysis for research into the ternary didactic relationship which binds teachers, students and mathematical knowledge. The classroom is considered as a complex didactic system, which offers the researcher an opportunity to gauge the boundaries of the freedom that is left with regard to choices about the knowledge to be taught and the ways of organizing the students learning, while giveing rise to the study of interrelations between...
New research in mathematics education deals with the complexity of the mathematics classroom. The classroom teaching situation constitutes a pertin...
In 1978, in the foreword to Weeding and Sowing: A Preface to a Science of Mathematics Education, Hans Freudenthal wrote that his book is a preface to a science that does not exist. Almost 20 years later, does his claim still hold true? The present book is the result of the reflection of many individuals in mathematics education on this and related questions. Is mathematics education a science? Is it a discipline? In what sense? What is its place within other domains of research and academic disciplines? What accounts for its specificity? In the book, the reader will find a range of possible...
In 1978, in the foreword to Weeding and Sowing: A Preface to a Science of Mathematics Education, Hans Freudenthal wrote that his book is a preface to ...
No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a...
No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as well as to use and communicate mathematics in...
