An examination of the mathematics classroom as a social process.
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The Culture of the Mathematics Classroom is becoming an increasingly salient topic of discussion in mathematics education. Studying and changing what happens in the classroom allows researchers and educators to recognize the social character of mathematical pedagogy and the relationship between the classroom and culture at large. The volume is divided into three sections, reporting findings gained both in research and in practice. The first presents several attempts to change classroom culture by focusing on the education of mathematics teachers and on teacher-researcher collaboration. The second section shifts to the interactive processes of the mathematics classroom and to the communal nature of learning. The third section discusses the means of constructing, filtering, and establishing mathematical knowledge that are characteristic of the classroom culture. As an examination of the social nature of mathematical teaching and learning, the volume should appeal both to educational psychologists and to cultural and social anthropologists and sociologists. The editors have compiled a volume that explores not only the acquisition of mathematical knowledge but the communal character of such knowledge as well.
"...the volume does an excellent job of providing the reader with a rich array of classroom examples that are interpreted using theoretically grounded analyses of teaching-learning processes." APA Review of Books
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Hardcover. Etat : new. Hardcover. The culture of the mathematics classroom is becoming an increasingly salient topic of discussion in mathematics education. Studying and changing what happens in the classroom allows researchers and educators to recognize the social character of mathematical pedagogy and the relationship between the classroom and culture at large. The volume is divided into three sections, reporting findings gained both in research and in practice. The first presents several attempts to change classroom culture by focusing on the education of mathematics teachers and on teacher-researcher collaboration. The second section shifts to the interactive processes of the mathematics classroom and to the communal nature of learning. The third section discusses the means of constructing, filtering, and establishing mathematical knowledge that are characteristic of the classroom culture. As an examination of the social nature of mathematical teaching and learning, the volume should appeal both to educational psychologists and to cultural and social anthropologists and sociologists.The editors have compiled a volume that explores not only the acquisition of mathematical knowledge but the communal character of such knowledge as well. Presents research trends in mathematics education and illustrates theoretical discussion with classroom episodes. Viewing teaching and learning as social processes, the volume encourages change in mathematics education through recognition of the social character of school mathematics. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9780521571074
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Etat : Gut. Zustand: Gut | Seiten: 416 | Sprache: Englisch | Produktart: Bücher | An examination of the mathematics classroom as a social process. N° de réf. du vendeur 3933002/203
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Hardcover. Etat : new. Hardcover. The culture of the mathematics classroom is becoming an increasingly salient topic of discussion in mathematics education. Studying and changing what happens in the classroom allows researchers and educators to recognize the social character of mathematical pedagogy and the relationship between the classroom and culture at large. The volume is divided into three sections, reporting findings gained both in research and in practice. The first presents several attempts to change classroom culture by focusing on the education of mathematics teachers and on teacher-researcher collaboration. The second section shifts to the interactive processes of the mathematics classroom and to the communal nature of learning. The third section discusses the means of constructing, filtering, and establishing mathematical knowledge that are characteristic of the classroom culture. As an examination of the social nature of mathematical teaching and learning, the volume should appeal both to educational psychologists and to cultural and social anthropologists and sociologists.The editors have compiled a volume that explores not only the acquisition of mathematical knowledge but the communal character of such knowledge as well. Presents research trends in mathematics education and illustrates theoretical discussion with classroom episodes. Viewing teaching and learning as social processes, the volume encourages change in mathematics education through recognition of the social character of school mathematics. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N° de réf. du vendeur 9780521571074
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Gebunden. Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Presents research trends in mathematics education and illustrates theoretical discussion with classroom episodes. Viewing teaching and learning as social processes, the volume encourages change in mathematics education through recognition of the social char. N° de réf. du vendeur 446940470
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