Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensive examination of the role of sociocultural-historical theory developed by Vygotsky. This book puts forward the supposition that the major assumptions of sociocultural-historic theory are essential to understanding the theory s application to mathematical pedagogy, which explores issues relevant to learning and teaching mathematics-in-context, thus providing a valuable practical tool for general mathematics education research. The most important...
Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensiv...
Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensive examination of the role of sociocultural-historical theory developed by Vygotsky. This book puts forward the supposition that the major assumptions of sociocultural-historic theory are essential to understanding the theory s application to mathematical pedagogy, which explores issues relevant to learning and teaching mathematics-in-context, thus providing a valuable practical tool for general mathematics education research. The most important...
Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensiv...
The purpose of this research is to identify the categories of South Korean elementary teachers knowledge for teaching mathematics. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated...
The purpose of this research is to identify the categories of South Korean elementary teachers knowledge for teaching mathematics. Emerging from the d...
The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers' knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated...
The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Emerging from the ...
