Learning Discourse: Discursive approaches to research in mathematics educationC. Kieran, Ellice Ann Forman, Anna Sfard Springer Science & Business Media, 31 janv. 2003 - 302 pages The authors of this volume claim that mathematics can be usefully re-conceptualized as a special form of communication. As a result, the familiar discussion of mental schemes, misconceptions, and cognitive conflict is transformed into a consideration of activity, patterns of interaction, and communication failure. By equating thinking with communicating, the discursive approach also deconstructs the problematic dichotomy between "individual" and "social" research perspectives. |
Table des matières
Guest Editorial 111 | 1 |
BERT VAN OERS Educational forms of initiation in mathematical | 59 |
A sociocul | 87 |
ELLICE FORMAN and ELLEN ANSELL The multiple voices of | 115 |
MARY CATHERINE OCONNOR Can any fraction be turned | 143 |
CAROLYN KIERAN The mathematical discourse of 13yearold | 187 |
VICKI ZACK and BARBARA GRAVES Making mathematical | 229 |
Commentary papers | 273 |
FALK SEEGER Research on discourse in the mathematics | 287 |
Autres éditions - Tout afficher
Learning Discourse: Discursive approaches to research in mathematics education C. Kieran,Ellice Ann Forman,Anna Sfard Aucun aperçu disponible - 2010 |
Expressions et termes fréquents
actions activity analysis answer approach argue asked become boys calculator Cambridge channel claim classroom cognitive communication complete concept construction context contributions conversation cultural decimal discourse discussion emergence episode example experiences explanation expression fact factor Figure focus fraction function given graph Hosni human ideas important individual instructional interaction interpretation involved issue Jeff knowledge language learning look mathematics education meaning mediation methods Micky mind multiple nature object pairs participants particular perspective Porter position possible practice present problem psychology question reasoning refer repeating decimals representation response result role rules seemed sense Sfard situation social solution solving strategies structure symbolic talk teacher teaching theory thinking thought turn understanding University Press utterances values voices Vygotsky