Construction of New Mathematical Knowledge in Classroom Interaction

An Epistemological Perspective

Häftad, Engelska, 2009

AvHeinz Steinbring

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The Construction of New Mathematical Knowledge in Classroom Interaction deals with the very specific characteristics of mathematical communication in the classroom.

Produktinformation

Utgivningsdatum2009-09-01
Mått155 x 235 x 18 mm
Vikt396 g
FormatHäftad
SpråkEngelska
SerieMathematics Education Library
Antal sidor231
Upplaga2005
FörlagSpringer
ISBN9789048132034

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Acknowledgements.- Preface.- General overview of the book.- overview of the first chapter.- Chapter I. Theoretical Background and Starting Point. Overview of the Second Chapter.- Chapter II. The Theoretical Research Question.- Overview of the Third Chapter.- Chapter III. Epistemology-Oriented Analyses of Mathematical Interactions. Overview of the Fourth Chapter.- Chapter IV. Epistemological and Communicational Conditions of Interactive Mathematical Knowledge Constructions. Looking Back.- References.- Subject Index.- Index of Names.

From the reviews: "Steinbring's book is both well structured and well organized. Content-wise it is written with a natural and easy-to-follow flow. ... I definitely find it worthwhile reading in that it deals with manifold interesting, difficult and complex issues relevant for the everyday teaching and learning of mathematics, especially from the point of doing theoretical based research." (Jonas Bergman Arleback, The International Journal on Mathematics Education, Vol. 44 (5), 2012) "The author presents an interesting epistemological analysis of mathematical interactions in elementary classrooms. ... The book is well organized and clearly developed with rich resources both theoretical and applied. ... will be of interest for mathematics education people involved in epistemological research, for teacher training professionals as well for teachers of elementary school interested in mathematical interactions in their classroom and how to improve their teaching role." (Claudi Alsina, Zentralblatt MATH, Vol. 1174, 2009)