Fundamental Constructs in Mathematics EducationJohn Mason, Sue Johnston-Wilder Fundamental Constructs in Mathematics Education is a unique sourcebook which has been crafted from a collection of classic tasks, extracts and texts that have been quoted repeatedly in mathematics education literature. Linked together by the editors'' narrative, the book provides a fascinating examination of key constructs in mathematics education. The book is divided into two parts. The first part examines ''thinking about the learner'' and includes the following constructs: constructivisms, activity theory and didactics. Beginning with a chapter dedicated to the classic tasks used by researchers to ''probe'' learners'' understanding, readers are encouraged to try these theories themselves with learners and be knowledgeable when they encounter them in other writing. The second part focuses on ''thinking and teaching'' and includes issues of getting started, keeping going and bringing to a conclusion. Bringing together writing from Balacheff, Brousseau, Bruner, Cobb, Comfrey, Freudenthal, Greeno, Marton, Piaget, Schon, Vygotsky and many others, this unique examination of constructs in mathematics education will be a valuable resource for anyone reading literature related to learning mathematics be they a teacher, adviser or a student on a masters or PhD course. |
Contents
SECTION | 5 |
Middle years | 16 |
Later years | 25 |
What is learning? | 52 |
Analysis of learning for informing teaching | 79 |
Learners powers | 94 |
Affect in learning mathematics | 99 |
Learning as action | 143 |
Initiating mathematical activity | 228 |
143 | 248 |
Sustaining mathematical activity | 260 |
181 | 268 |
Concluding mathematical activity | 280 |
Having learned ? | 288 |
Epilogue | 311 |
331 | |
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Common terms and phrases
abstraction actions answer arithmetic asked aspects awareness Bauersfeld become behaviour Brousseau Bruner Caleb Gattegno Cambridge child Chinese room classroom Cobb cognitive communities of practice concept concrete conjecture construct constructivism context curriculum Dewey didactic didactique effective enactivism example experience extracts Freudenthal Gattegno generalisation Glasersfeld Hans Freudenthal Hiele ibid ideas images interaction intuitions involves Jerome Bruner John Dewey knowledge language learners Learning Mathematics Learning of Mathematics Lev Vygotsky London manipulating Mason mathe mathematical activity mathematical thinking Mathematics Education Mathematics Teaching matics means mental mind notion objects observed Open University particular perspective Piaget possible powers practice principles problem solving properties Psychology pupils question radical constructivism recognise reflection reification role rote learning schema scientific debate sense similarities situated cognition situation Skemp social social constructivism stressing symbols Tahta tasks techniques theory things tion understanding University Press Vygotsky webref
References to this book
Number Theory in Mathematics Education: Perspectives and Prospects Rina Zazkis,Stephen R. Campbell No preview available - 2006 |
Problem girls : understanding and working with the troubled and troublesome Gwynedd Lloyd No preview available - 2005 |