000 03532nam a22004695i 4500
001 978-0-387-24253-8
003 DE-He213
005 20161121230617.0
007 cr nn 008mamaa
008 100301s2005 xxu| s |||| 0|eng d
020 _a9780387242538
_9978-0-387-24253-8
024 7 _a10.1007/b104944
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aSteinbring, Heinz.
_eauthor.
245 1 4 _aThe Construction of New Mathematical Knowledge in Classroom Interaction
_h[electronic resource] :
_bAn Epistemological Perspective /
_cby Heinz Steinbring.
264 1 _aBoston, MA :
_bSpringer US,
_c2005.
300 _aXIV, 236 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Education Library ;
_v38
505 0 _aGeneral 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.
520 _aThe 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.
650 0 _aEducation.
650 0 _aEpistemology.
650 0 _aMathematics
_xStudy and teaching.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
650 2 4 _aEpistemology.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9780387242514
830 0 _aMathematics Education Library ;
_v38
856 4 0 _uhttp://dx.doi.org/10.1007/b104944
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c501327
_d501327