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# ðŸ“™ Construction of New Mathematical Knowledge in Classroom Interaction: An Epistemological Perspective by Heinz Steinbring â€” free pdf

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**The Construction of New Mathematical Knowledge in Classroom Interaction: An Epistemological Perspective (Mathematics Education Library) pdf free by Heinz Steinbring**

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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.

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- Series:
**Mathematics Education Library** - Author:
**Heinz Steinbring** - Year:
**2005** - Publisher:
**Springer** - Language:
**English** - ISBN:
**0387242511,9780387242538,9780387242514**

- File size:
**51 566 427** - Format:
**pdf**

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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 de...

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 de...

Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). Transformation of Knowl...

In the first BACOMET volume different perspectives on issues concerning teacher education in mathematics were presented (B. Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics Education, Reidel, Dordrecht, 1986). Underlying all of them was...

Now in its fourth edition, the bestselling text Mathematical Knowledge for Primary Teachers provides trainee teachers with clear information about the fundamental mathematical ideas taught in primary schools. With rigorous and comprehensive coverage of a...

Are you looking for new ways to engage your students? Classroom voting can be a powerful way to enliven your classroom, by requiring all students to consider a question, discuss it with their peers, and vote on the answer during class. When used in the ri...

What is the nature of mathematical knowledge? Is it anything like scientific knowledge or is it sui generis? How do we acquire it? Should we believe what mathematicians themselves tell us about it? Are mathematical concepts innate or acquired? Eight new e...

What is the nature of mathematical knowledge? Is it anything like scientific knowledge or is it sui generis? How do we acquire it? Should we believe what mathematicians themselves tell us about it? Are mathematical concepts innate or acquired? Eight new e...

This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presen...