Buch, Englisch, 272 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 549 g
Reihe: Learning in Doing: Social, Cognitive and Computational Perspectives
Studies of Teaching and Learning
Buch, Englisch, 272 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 549 g
Reihe: Learning in Doing: Social, Cognitive and Computational Perspectives
ISBN: 978-0-521-62136-6
Verlag: Cambridge University Press
The teaching and learning of mathematics in K-12 classrooms is changing. New curricula and methods engage learners in working on real problems. An essential feature of this work involves teacher and students in 'talking mathematics'. How can students learn to do this kind of talking? What can they learn from doing it? First published in 1998, this book addresses these questions by looking at the processes of formulating problems, interpreting contexts in which problems arise, and arguing about the reasonableness of proposed solutions. The studies in this volume seek to retain the complexity of classroom practice rather than looking at it through a particular academic lens.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
1. Introduction Magdelene Lampert; Part I. Focusing on Doing and Learning Mathematical Talk: 2. Language socialization in the mathematics classroom: discourse practices and mathematical thinking Mary Catherine O'Connor; 3. The role of imagery and discourse in supporting students' mathematical development May McLain; 4. Building a context for mathematical discussion Paul Cobb; 5. Disciplined perception: learning to see in technoscience Rodney McNair; Part II. Focusing on Teaching Mathematical Talk; 6. Investigating teaching practice Reed Stevens; 7. The teacher's role in mathematical conversation: stepping in and stepping out Rogers Hall; 8. Teacher talk about how to talk in small groups Peggy Rittenhouse; 9. Teaching and learning politeness during mathematical argument in school Merrie Blunk; 10. Afterword: closing reflections on mathematical talk and mathematics teaching Perri Weingrad.
