rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: Construction of New Mathematical Knowledge in Classroom Interaction
    sub title: An Epistemological Perspective
  name:
    name part: Steinbring, Heinz.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: xxu
    date issued: 2005
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XIV, 236 p. online resource.
  abstract: The Construction of New Mathematical Knowledge in Classroom Interaction deals with the very specific characteristics of mathematical communication in the classroom. The general research question of this book is: How can everyday mathematics teaching be described, understood and developed as a teaching and learning environment in which the students gain mathematical insights and increasing mathematical competence by means of the teacher’s initiatives, offers and challenges? How can the ‘quality’ of mathematics teaching be realized and appropriately described? And the following more specific research question is investigated: How is new mathematical knowledge interactively constructed in a typical instructional communication among students together with the teacher? In order to answer this question, an attempt is made to enter as in-depth as possible under the surface of the visible phenomena of the observable everyday teaching events. In order to do so, theoretical views about mathematical knowledge and communication are elaborated. The careful qualitative analyses of several episodes of mathematics teaching in primary school is based on an epistemologically oriented analysis Steinbring has developed over the last years and applied to mathematics teaching of different grades. The book offers a coherent presentation and a meticulous application of this fundamental research method in mathematics education that establishes a reciprocal relationship between everyday classroom communication and epistemological conditions of mathematical knowledge constructed in interaction.
  table of contents: General Overview Of The Book -- Overview of the First Chapter -- Theoretical Background and Starting Point -- Overview of the Second Chapter -- The Theoretical Research Question -- Overview of the Third Chapter -- Overview of the Fourth Chapter -- Epistemology-Oriented Analyses of Mathematical Interactions -- Epistemological and Communicational Conditions of Interactive Mathematical Knowledge Constructions.
  note: by Heinz Steinbring.
  subject:
    topic: Education
  subject:
    topic: Epistemology
  subject:
    topic: Mathematics
    topic: Study and teaching
  subject:
    topic: Education
  subject:
    topic: Mathematics Education
  subject:
    topic: Epistemology
  classification: LC8-6691
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Mathematics Education Library ; 38
  identifier: 9780387242538
  identifier: http://dx.doi.org/10.1007/b104944
  record info:
    record creation date: 100301
    record change date: 20151120183526.0
    record identifier: 978-0-387-24253-8