ISBN:
9789400916968
Language:
English
Pages:
Online-Ressource (XI, 278 p)
,
digital
Edition:
Springer eBook Collection. Humanities, Social Sciences and Law
Series Statement:
Mathematics Education Library 17
Parallel Title:
Erscheint auch als
Parallel Title:
Erscheint auch als
Parallel Title:
Erscheint auch als
Keywords:
Education
;
Mathematics
;
Mathematics—Study and teaching .
Abstract:
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
DOI:
10.1007/978-94-009-1696-8
URL:
Volltext
(lizenzpflichtig)
