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02657nam a22005055i 4500 |
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978-0-306-48016-4 |
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DE-He213 |
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20151120175734.0 |
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cr nn 008mamaa |
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100301s2002 ne | s |||| 0|eng d |
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|a 9780306480164
|9 978-0-306-48016-4
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|a 10.1007/0-306-48016-6
|2 doi
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|a AlrØ, Helle.
|e author.
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|a Dialogue and Learning in Mathematics Education
|h [electronic resource] :
|b Intention, Reflection, Critique /
|c by Helle AlrØ, Ole Skovsmose.
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|a Dordrecht :
|b Springer Netherlands,
|c 2002.
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|a VIII, 286 p.
|b online resource.
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|a text
|b txt
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|a computer
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|a text file
|b PDF
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|a Mathematics Education Library ;
|v 29
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|a Communication in the Mathematics Classroom -- Inquiry Co-Operation -- Further Development of the Inquiry Co-Operation Model -- Dialogue and Learning -- Intention and Learning -- Reflection and Learning -- Critique and Learning -- Critical Epistemology and the Learning of Mathematics.
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|a Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics. Special attention is paid to the notions of `dialogue' and `critique'. A central idea is that `dialogue' supports `critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of `intention' and `reflection'. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.
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|a Education.
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|a Philosophy and social sciences.
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|a Mathematics
|x Study and teaching.
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|a Education.
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|a Mathematics Education.
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|a Learning & Instruction.
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|a Philosophy of Education.
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|a Skovsmose, Ole.
|e author.
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|a SpringerLink (Online service)
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|t Springer eBooks
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|i Printed edition:
|z 9781402009983
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|a Mathematics Education Library ;
|v 29
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|u http://dx.doi.org/10.1007/0-306-48016-6
|z Full Text via HEAL-Link
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|a ZDB-2-SHU
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|a ZDB-2-BAE
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|a Humanities, Social Sciences and Law (Springer-11648)
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