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Didactics of Mathematics as a Scientific Discipline : Mathematics Education Library - Rolf Biehler

Didactics of Mathematics as a Scientific Discipline

Mathematics Education Library

By: Rolf Biehler (Editor), Roland W. Scholz (Editor), Rudolf Straber (Editor), Bernard Winkelmann (Editor)

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This book describes the state of the art in a new branch of science. The basic idea was to start from a general perspective on didactics of mathematics, to identify certain subdisciplines, and to suggest an overall structure or "topology" of the field of research of didactics of mathematics. The volume provides a sample of 30 original contributions from 10 different countries.
The book will be of interest to all researchers in the field of didactics of mathematics. However, mathematics educators who are interested in the theory of their practice and teacher trainers will also appreciate the survey and the diverse stimulations and reflections given here. Prospective and practicing teachers of mathematics will find a variety of interesting spotlights on their practice, focusing on different ages and ability ranges in their students. In addition to persons directly engaged in mathematics education, the book as a whole and/or individual papers in it should be of interest to researchers from neighboring disciplines, such as mathematicians, general educators, educational psychologists, and cognitive scientists.

Prefacep. 1
Eclectic approaches to elementarization: Cases of curriculum construction in the United Statesp. 15
Didactical engineering as a framework for the conception of teaching productsp. 27
Mathematical curricula and the underlying goalsp. 41
Reflections on mathematical concepts as starting points for didactical thinkingp. 61
Beyond subject matter: A psychological topology of teachers' professional knowledgep. 73
Dialogue between theory and practice in mathematics educationp. 89
On the application of science to teaching and teacher educationp. 103
Theoretical and empirical approaches to classroom interactionp. 121
Theoretical perspectives on interaction in the mathematics classroomp. 133
Working in small groups: A learning situation?p. 147
Mathematics classroom language: Form, function and forcep. 159
The role of programming: Towards experimental mathematicsp. 177
Computer environments for the learning of mathematicsp. 189
The role of cognitive tools in mathematics educationp. 201
Intelligent tutorial systemsp. 213
The interaction between the formal, the algorithmic, and the intuitive components in a mathematical activityp. 231
From Piaget's constructivism to semantic network theory: Applications to mathematics education - A microanalysisp. 247
The Sociohistorical School and the acquisition of mathematicsp. 263
Action-theoretic and phenomenological approaches to research in mathematics education: Studies of continually developing expertsp. 277
Mathematically retarded and gifted studentsp. 291
Should girls and boys be taught differently?p. 303
From "mathematics for some" to "mathematics for all"p. 315
The philosophy of mathematics and the didactics of mathematicsp. 335
The human subject in mathematics education and in the history of mathematicsp. 351
Mathematics in societyp. 367
The representational roles of technology in connecting mathematics with authentic experiencep. 379
Comparative international research in mathematics educationp. 403
Cultural influences on mathematics teaching: The ambiguous role of applications in nineteenth-century Germanyp. 415
Mathematics and ideologyp. 431
Cultural framing of mathematics teaching and learningp. 443
List of Authorsp. 457
Subject Indexp. 461
Table of Contents provided by Blackwell. All Rights Reserved.

ISBN: 9780792326137
ISBN-10: 079232613X
Series: Mathematics Education Library
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 467
Publisher: Springer
Country of Publication: NL
Dimensions (cm): 25.4 x 17.15  x 2.54
Weight (kg): 1.0