MARC details
| 000 -LEADER |
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| fixed length control field |
03208cam a22002774a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
vtls000001391 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
VRT |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20250102224542.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
081029s2005 nyua |b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0387242511 (acidfree paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0387242538 (E-book) |
| 039 #9 - LEVEL OF BIBLIOGRAPHIC CONTROL AND CODING DETAIL [OBSOLETE] |
|---|
| Level of rules in bibliographic description |
201402040051 |
| Level of effort used to assign nonsubject heading access points |
VLOAD |
| Level of effort used to assign subject headings |
201006291242 |
| Level of effort used to assign classification |
malmash |
| Level of effort used to assign subject headings |
200901251051 |
| Level of effort used to assign classification |
venkatrajand |
| Level of effort used to assign subject headings |
200810291405 |
| Level of effort used to assign classification |
Noora |
| -- |
200810291403 |
| -- |
Noora |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
QA11.2 |
| Item number |
.S84 2005 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Steinbring, Heinz. |
| 9 (RLIN) |
12313 |
| 245 14 - TITLE STATEMENT |
|---|
| Title |
The Construction of New Mathematical Knowledge in Classroom Interaction : |
| Remainder of title |
An Epistemological Perspective / |
| Statement of responsibility, etc. |
Heinz Steinbring (author). |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Springer, |
| Date of publication, distribution, etc. |
c2005. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xiii, 233 p. : |
| Other physical details |
ill. ; |
| Dimensions |
25 cm. |
| 440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Mathematics education library ; |
| Volume/sequential designation |
v. 38 |
| 9 (RLIN) |
12314 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. [223]-228) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Acknowledgements.- Preface.- General overview of the book.- overview of the first chapter.- Chapter I. Theoretical Background and Starting Point. Overview of the Second Chapter.- Chapter II. The Theoretical Research Question.- Overview of the Third Chapter.- Chapter III. Epistemology-Oriented Analyses of Mathematical Interactions. Overview of the Fourth Chapter.- Chapter IV. Epistemological and Communicational Conditions of Interactive Mathematical Knowledge Constructions. Looking Back.- References.- Subject Index.- Index of Names. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
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. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Mathematics |
| General subdivision |
Study and teaching. |
| 9 (RLIN) |
12315 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teacher-student relationships. |
| 9 (RLIN) |
12316 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Interaction analysis in education. |
| 9 (RLIN) |
6196 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Suppress in OPAC |
No |
| Koha item type |
Books |
