The construction of new mathematical knowledge in classroom interaction an epistemological perspective
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| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Berlin [u.a.]
Springer
2005
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| Schriftenreihe: | Mathematics education library
38 |
| Online-Zugang: | DE-473 DE-355 DE-739 Volltext Inhaltsverzeichnis |
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| 245 | 1 | 0 | |a The construction of new mathematical knowledge in classroom interaction |b an epistemological perspective |c Heinz Steinbring |
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Datensatz im Suchindex
| _version_ | 1819741867010424832 |
|---|---|
| adam_text | TABLE OF CONTENTS
ACKNOWLEDGEMENTS ix
PREFACE xi
GENERAL OVERVIEW OF THE BOOK 1
OVERVIEW OF THE FIRST CHAPTER 7
CHAPTER 1 Theoretical Background and Starting Point 11
1 Between Unity and Variety Conceptions of the Epistemological
Nature of Mathematical Knowledge 14
2 Theoretical Foundations and Methods of Epistemologically oriented
Analysis of Mathematical Interaction 33
3 Mathematical Knowledge and Communication Communicative
Systems Necessary Living Spaces for Processes of Mathematical
Cognition 48
OVERVIEW OF THE SECOND CHAPTER 57
CHAPTER 2 The Theoretical Research Question 61
1 The Epistemological Problem of Old and New Mathematical
Knowledge in the Social Classroom Interaction 65
2 The Relation between ,,Classroom Communication and
,,Mathematical Interaction 71
3 Social Construction of New Mathematical Knowledge Structures
from an Interactive and Epistemological Perspective 79
OVERVIEW OF THE THIRD CHAPTER 85
CHAPTER 3 Epistemology oriented Analyses of Mathematical Interactions 87
1 Development of Mathematical Knowledge in the Frame
of Substantial Learning Environments 87
2 Examples of Teaching Episodes as Typical Cases of the
Epistemology Oriented Interaction Analysis 101
3 Analyses of Teaching Episodes from an Epistemological
and Communicational Perspective . 103
3.1 Teaching Episodes from Teacher A s Instruction 103
3.1.1 Analysis of the First Scene from the Episode
„Why is the magic number 66 always obtained? 103
3.1.2 Analysis of the Second Scene from the Episode
,,Why is the magic number 66 always obtained? 110
TABLE OF CONTENTS
3.1.3 Analysis of the Third Scene from the Episode
,,Why is the magic number 66 always obtained? 118
3.1.4 Analysis of a Scene from the Episode ,,How can one
fill gaps in the cross out number square? 123
3.2 Teaching Episodes from Teacher B s Instruction 133
3.2.1 Analysis of a Scene from the Episode ,,How do the number
walls change when the four base blocks are interchanged? 133
3.2.2 Analysis of a Scene from the Episode ,,How does the
goal block change when the four base blocks are
systematically increased? 142
3.3 Teaching Episodes from Teacher C s Instruction 147
3.3.1 Analysis of a Scene from the Episode ,,How can the
20th triangular and rectangular number be determined? 147
3.3.2 Analysis of a Scene from the Episode „What are the
connections between rectangular numbers and
triangular numbers? 155
3.4 Teaching Episodes from Teacher D s Instruction 162
3.4.1 Analysis of a Scene from the Episode
,,Continuing triangular numbers 162
3.4.2 Analysis of a Scene from the Episode ,,Connections
between triangular and rectangular numbers 168
4 Epistemological Case Studies of Instructional Constructions
of Mathematical Knowledge Closing Remarks 177
OVERVIEW OF THE FOURTH CHAPTER 179
CHAPTER 4 Epistemological and Communicational Conditions of
Interactive Mathematical Knowledge Constructions 183
1 Signs as Connecting Elements between Mathematical Knowledge
and Mathematical Communication 183
2 Particularities of Mathematical Communication in Instructional
Processes of Knowledge Development 187
3 Classification of Patterns of Interactive Knowledge Construction 194
4 Three Forms of Mathematical Knowledge Constructions
in the Frame of Epistemological and Socio Interactive Conditions 214
LOOKING BACK 219
REFERENCES 223
SUBJECT INDEX 229
INDEX OF NAMES 232
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| id | DE-604.BV022281773 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-23T19:57:24Z |
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| language | English |
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| publisher | Springer |
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| series | Mathematics education library |
| series2 | Mathematics education library |
| spellingShingle | The construction of new mathematical knowledge in classroom interaction an epistemological perspective Mathematics education library |
| title | The construction of new mathematical knowledge in classroom interaction an epistemological perspective |
| title_auth | The construction of new mathematical knowledge in classroom interaction an epistemological perspective |
| title_exact_search | The construction of new mathematical knowledge in classroom interaction an epistemological perspective |
| title_full | The construction of new mathematical knowledge in classroom interaction an epistemological perspective Heinz Steinbring |
| title_fullStr | The construction of new mathematical knowledge in classroom interaction an epistemological perspective Heinz Steinbring |
| title_full_unstemmed | The construction of new mathematical knowledge in classroom interaction an epistemological perspective Heinz Steinbring |
| title_short | The construction of new mathematical knowledge in classroom interaction |
| title_sort | the construction of new mathematical knowledge in classroom interaction an epistemological perspective |
| title_sub | an epistemological perspective |
| url | https://doi.org/10.1007/b104944 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015492069&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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