New Mathematics Education Research and PracticeJürgen Maasz, Wolfgang Schlöglmann Sense Publishers, 2006 - 315 páginas Mathematics education research has blossomed into many different areas which we can see in the programmes of the ICME conferences as well as in the various survey articles in the Handbooks. However, all of these lines of research are trying to grapple with a common problem, the complexity of the process of learning mathematics. Although our knowledge of the process is more extensive and deeper despite the fragmented nature of research in this area, there is still a need to overcome this fragmentation and to see learning as one process with different aspects. To overcome this fragmentation, this book identifies six themes: (1) mathematics, culture and society, (2) the structure of mathematics and its influence on the learning process, (3) mathematics learning as a cognitive process, (4) mathematics learning as a social process, (5) affective conditions of the mathematics learning process, (6) new technologies and mathematics learning. This book is addressed to all researchers in mathematic education. It gives an orientation and overview by addressing some carefully chosen questions on what is going on and what are the main results and questions what are important books or papers if further information is needed. |
Conteúdo
Introdduction | 1 |
Mathematics Culture and Society | 7 |
Mathematics Knowledge and Political Power | 11 |
Towards a Cultural Antropology of Mathematics | 23 |
Challenges for Mathematics Education Research | 33 |
The Structure of Mathematics and its Influence on the Learning Process | 51 |
A Bridge Between Mathematics and Mathematical Education | 63 |
The Problem of Explanation | 75 |
Mathematics Learning as a Social Practice | 147 |
Participationist Discourse on Mathematics Learning | 153 |
The Developing Strong Social Turn | 171 |
Commentary on Sfards and Lermans Chapters | 189 |
Affect and mathematics learning | 203 |
Towards Integration Of Emotion Motivation and Cognition | 209 |
Sociocultural Approaches Introduction RecentDevelopments in Research on Affect | 233 |
Concluding comments | 257 |
Mathematics Learning as a Cognitive Process | 95 |
Inscriptions As Objects of Mathematical Activities | 97 |
Developping Topics Through Predication in a Mathematical Community | 113 |
Comparisons | 141 |
Developing and Evaluating Alternative Technological Infrastructures for Learning Mathematics | 263 |
Contributors | 313 |
Outras edições - Ver todos
New Mathematics Education Research and Practice Juergen Maasz,Wolfgang Schloeglmann Prévia não disponível - 2008 |
Termos e frases comuns
abstract acquisitionist actions activity theory algebraic analysis Anna approach aspects attitudes basic behaviour beliefs calculation Cambridge Casyopée challenge Cobb cognitive processes communication concept construction constructivist context cultural Descartes diagrammatic diagrams dimensions discussion distributed cognition domain Dordrecht emotions epistemic epistemological ethnomathematics Evans example experience explanation expression focus framework function goals Hannula human important individual interactions interpretation issue knowledge language learners learning mathematics Leibniz Maasz mathematical activity mathematical discourse mathematical practices mathematical thinking mathematicians mathematics anxiety mathematics classroom mathematics education research mathematics learning maths means metacognition models motivation nature notion Oers orientation participation perspective philosophy of mathematics practice praxeologies predicate problem solving proof psychology question reasoning relationship representations research in mathematics role semiotic sequence situated cognition situation social Social constructionism sociocultural theory structure symbolic teacher teaching theoretical ToonTalk topic understanding University Press Vygotsky WebLabs