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Fb2 Windows on Mathematical Meanings: Learning Cultures and Computers (Mathematics Education Library) ePub

by Celia Hoyles,Richard Noss

Category: Mathematics
Subcategory: Science books
Author: Celia Hoyles,Richard Noss
ISBN: 0792340744
ISBN13: 978-0792340744
Language: English
Publisher: Springer; Softcover reprint of the original 1st ed. 1996 edition (June 30, 1996)
Pages: 278
Fb2 eBook: 1265 kb
ePub eBook: 1513 kb
Digital formats: txt lit doc mobi

Noss and Hoyles take on the field of Mathematics Education as a whole to develop a coherent theoretical framework . Noss and Hoyles have written a book which challenges some of the conventional wisdoms on the learning of mathematics.

Noss and Hoyles take on the field of Mathematics Education as a whole to develop a coherent theoretical framework that will encompass its psychological, social, pedagogical and epistemological dimensions. Their pages abound with socratic flies to torment anyone who claims to understand concepts like abstract, concrete, formal, common-sensical and even mathematics, without the context of an elaborated theory.

Learning Cultures and Computers. Authors: Noss, Richard, Hoyles, Celia. Noss and Hoyles take on the field of Mathematics Education as a whole to develop a coherent theoretical framework that will encompass its psychological, social, pedagogical and epistemological dimensions.

Richard Noss, Celia Hoyles. Yet many of them might reject the label of Mathematics Educators. This book is the culmination of some ten years' theoretical and empirical investigation. Throughout this period, we have come into contact with many who have stimulated our thinking, some of whom belong to the community of Mathematics Educators. This community has historically been clustered around what is now called the Epistemology and Learning Group at the Massachusetts Institute of Technol ogy.

Windows on Mathematical Meanings book. Windows on Mathematical Meanings: Learning Cultures and Computers (Mathematics Education Library Book 17). by. Richard Noss, Celia Hoyles.

Windows on Mathematical Meanings. Mathematics Education Library. Crucially, it has forced our awareness of the construction of computational settings as a crucial component of the struggle to understand how mathematical learning happens. Bók 17. Richard Noss Celia Hoyles6. Springer Science & Business Media. We have sometimes felt that few have tried to span both communities. Indeed, an analysis of the references in the literature would, we are sure, reveal that the two communities have often ignored each other's strengths.

Home Richard Noss Windows on Mathematical Meanings: Learning . The authors use the computer as a window onto mathematical meaning-making.

Home Richard Noss Windows on Mathematical Meanings: Learning Cultures and. This book challenges some of the conventional wisdoms on the learning of mathematics. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.

computer supported collaborative learning. Windows on Mathematical Meanings: Learning Cultures and Computers co-authored with Celia Hoyles in. 1996. Richard Noss is Professor of Mathematics Education, and co-director of the London Knowledge Lab, an. interdisciplinary facility built to explore the future of learning with digital technologies. degree in pure mathematics, a PhD in mathematical education and has taught mathematics at all levels of. the education system.

Windows on Mathematical Meanings : Learning Cultures and Computers . Richard Noss, Celia Hoyles

Windows on mathematical meanings : learning cultures and computers. 1. Visions of the Mathematical. 2. Laying the Foundations. 3. Tools and Technologies. 5. Webs and Situated Abstractions. 6. Beyond the Individual Learner. Improving mathematics at work : the need for techno-mathematical literacies. Improving Mathematics at Work questions the mathematical knowledge and skills that matter in the twenty-first century world of work, and studies how the use of mathematics in the workplace i. More).

This book challenges some of the conventional wisdoms on the learning of mathematics. The authors use the computer as a window onto mathematical meaning-making. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.

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