Rhetorical Ways of Thinking Vygotskian Theory and Mathematical Learning /

• Κύριος συγγραφέας: Albert, Lillie R. (Συγγραφέας)
• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Dordrecht : Springer Netherlands : Imprint: Springer, 2012.
• Θέματα: Education.; Mathematics > Study and teaching.; Education > Philosophy.; Educational psychology.; Education > Psychology.; Mathematics Education.; Educational Philosophy.; Educational Psychology.; Learning & Instruction.

Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensive examination of the role of sociocultural-historical theory developed by Vygotsky. This book puts forward the supposition that the major assumptions...

Πίνακας περιεχομένων:

• Preface
• Chapter 1 Introduction
• Why Rhetorical Thinking
• Overview of Chapters
• Chapter 2 Vygotsky’s Sociocultural Historic Theory, A Primer
• INTRODUCTION
• TOOLS OF HUMAN INTENSIFICATION
• Mediation through Signs
• THE DEVELOPMENT OF HIGHER PSYCHOLOGICAL FUNCTIONS
• Distinguishing Between Lower and Higher Functioning
• THE ROLE OF THE ZONE OF PROXIMAL DEVELOPMENT
• The Complex Nature of the Zone of Proximal Development
• Learning Potential, Performance, and Context
• Intersubjective Learning
• CONCEPT DEVELOPMENT IN THINKING
• Spontaneous and Scientific Concepts
• THE RELATIONSHIP BETWEEN THINKING AND LANGUAGE
• CONCLUSION. Chapter 3 Images and Drawings: A Study of Prospective Teachers' Perceptions of Teaching and Learning Mathematics
• INTRODUCTION
• AN EMERGING FRAMEWORK METHODOLOGY
• Coding Drawings
• Analysis of Focus Group Transcripts
• RESULTS
• The Changing Roles of Teachers
• Student Affect and Pedagogy
• Trends in Mathematical Representations and Content
• Changes in Room Structure
• DISCUSSION OF RESULTS
• CONCLUSION
• Chapter 4 Improving Teachers’ Mathematical Content Knowledge through Scaffolded Instruction
• INTRODUCTION
• THEORETICAL FRAMEWORK AND RELEVANT RESEARCH
• Explanation of the Framework
• METHODOLOGY
• Context and Participants
• Data Sources and Procedures
• Data Analysis
• FINDINGS
• Content Knowledge: Pretest and Posttest
• Presurvey and Postsurvey Results
• Talk and Scaffolded-Interactions
• Teacher-learner Talk and the More Knowledgeable Other
• DISCUSSION OF FINDINGS
• Connecting Learning to the Field of Social Interaction
• The Importance of Language and Action
• CONCLUDING COMMENTS
• Chapter 5 Closing Thoughts and Implications
• Teacher-generated Drawings as Tools of Human Development
• Achieving Intersubjectivity through Collaborative Learning
• Index.         .