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Windows on Mathematical Meanings : Learning Cultures and Computers /
Why are mathematical ideas so hard? Is mathematics an unassailable peak, which only the few can ever hope to conquer? Or can mathematics be broadened to be accessible to the many? Noss and Hoyles have written a book which challenges some of the conventional wisdoms on the learning of mathematics. Th...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Dordrecht :
Springer Netherlands,
1996.
|
| Colección: | Mathematics education library ;
17. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Noss, Richard. | |
| 245 | 1 | 0 | |a Windows on Mathematical Meanings : |b Learning Cultures and Computers / |c by Richard Noss, Celia Hoyles. |
| 260 | |a Dordrecht : |b Springer Netherlands, |c 1996. | ||
| 300 | |a 1 online resource (xi, 278 pages) | ||
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| 490 | 1 | |a Mathematics Education Library ; |v 17 | |
| 505 | 0 | |a Foreword -- 1. Visions of the Mathematical -- 2. Laying the Foundations -- 3. Tools and Technologies -- 4. Ratio World -- 5. Webs and Situated Abstractions -- 6. Beyond the Individual Learner -- 7. Cultures and Change -- 8. A Window on Teachers -- 9. A Window on Schools -- 10. Re-visioning Mathematical Meanings -- References. | |
| 520 | |a Why are mathematical ideas so hard? Is mathematics an unassailable peak, which only the few can ever hope to conquer? Or can mathematics be broadened to be accessible to the many? Noss and Hoyles have written a book which challenges some of the conventional wisdoms on the learning of mathematics. They use the computer as a window onto mathematical meaning-making, drawing together the threads of their individual and collaborative research over more than a decade. 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. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Education. | |
| 650 | 0 | |a Mathematics. | |
| 650 | 6 | |a Mathématiques. | |
| 650 | 7 | |a mathematics. |2 aat | |
| 650 | 7 | |a applied mathematics. |2 aat | |
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| 650 | 7 | |a Mathematics |2 fast | |
| 700 | 1 | |a Hoyles, Celia. | |
| 758 | |i has work: |a Windows on mathematical meanings (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFYgqbXFhkMf4KCGxFc4G3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9780792340744 |
| 830 | 0 | |a Mathematics education library ; |v 17. | |
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