|
|
|
|
| LEADER |
02122nmm a2200337 u 4500 |
| 001 |
EB000614360 |
| 003 |
EBX01000000000000000467442 |
| 005 |
00000000000000.0 |
| 007 |
cr||||||||||||||||||||| |
| 008 |
140122 ||| eng |
| 020 |
|
|
|a 9780306480164
|
| 100 |
1 |
|
|a Alrø, Helle
|
| 245 |
0 |
0 |
|a Dialogue and Learning in Mathematics Education
|h Elektronische Ressource
|b Intention, Reflection, Critique
|c by Helle Alrø, Ole Skovsmose
|
| 250 |
|
|
|a 1st ed. 2002
|
| 260 |
|
|
|a Dordrecht
|b Springer Netherlands
|c 2002, 2002
|
| 300 |
|
|
|a VIII, 286 p
|b online resource
|
| 505 |
0 |
|
|a Communication in the Mathematics Classroom -- Inquiry Co-Operation -- Further Development of the Inquiry Co-Operation Model -- Dialogue and Learning -- Intention and Learning -- Reflection and Learning -- Critique and Learning -- Critical Epistemology and the Learning of Mathematics
|
| 653 |
|
|
|a Mathematics / Study and teaching
|
| 653 |
|
|
|a Instructional Psychology
|
| 653 |
|
|
|a Mathematics Education
|
| 653 |
|
|
|a Learning, Psychology of
|
| 653 |
|
|
|a Philosophy of Education
|
| 653 |
|
|
|a Education / Philosophy
|
| 700 |
1 |
|
|a Skovsmose, Ole
|e [author]
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
|
| 989 |
|
|
|b SBA
|a Springer Book Archives -2004
|
| 490 |
0 |
|
|a Mathematics Education Library
|
| 028 |
5 |
0 |
|a 10.1007/0-306-48016-6
|
| 856 |
4 |
0 |
|u https://doi.org/10.1007/0-306-48016-6?nosfx=y
|x Verlag
|3 Volltext
|
| 082 |
0 |
|
|a 510.71
|
| 520 |
|
|
|a Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics. Special attention is paid to the notions of `dialogue' and `critique'. A central idea is that `dialogue' supports `critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of `intention' and `reflection'. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education
|