Learning mathematics : constructivist and interactionist theories of mathematical development
Author(s)
Bibliographic Information
Learning mathematics : constructivist and interactionist theories of mathematical development
Kluwer Academic, c1994
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Note
"Reprinted from Educational studies in mathematics 26 (2-3), 1994."
Includes bibliographical references
Description and Table of Contents
Description
This volume emphasizes students' inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fundamental theorem of calculus, and theoretical constructs such as the crucial role of language and symbols, and the importance of dynamic imagery.
Table of Contents
- Editorial. Cognitive Play and Mathematical Learning in Computer Microworlds
- L.P. Steffe, H.G. Wiegel. Exponential Functions, Rates of Change, and the Multiplicative Unit
- J. Confrey, E. Smith. Growth in Mathematical Understanding: How can we Characterise it and How can we Represent it? S. Pirie, T. Kieren. The Gains and the Pitfalls of Reification -- the Case of Algebra
- A. Sfard, L. Linchevski. Images of Rate and Operational Understanding of the Fundamental Theorem of Calculus
- P.W. Thompson. Negotiation of Mathematical Meaning and Learning Mathematics
- J. Voigt.
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