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100 1 _aSteinbring, Heinz.
_912313
245 1 4 _aThe Construction of New Mathematical Knowledge in Classroom Interaction :
_bAn Epistemological Perspective /
_cHeinz Steinbring (author).
260 _aNew York :
_bSpringer,
_cc2005.
300 _axiii, 233 p. :
_bill. ;
_c25 cm.
440 0 _aMathematics education library ;
_vv. 38
_912314
504 _aIncludes bibliographical references (p. [223]-228) and indexes.
505 _aAcknowledgements.- 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 _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 _aMathematics
_xStudy and teaching.
_912315
650 0 _aTeacher-student relationships.
_912316
650 0 _aInteraction analysis in education.
_96196
942 _2lcc
_n0
_cBK
999 _c19981
_d19981