Commentary on Theories of Mathematics Education

Recommendations

Info

420 G. Törner et al. Törner, G. (2002). Mathematical beliefs. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A Hidden Variable in Mathematics Education? (pp. 73–94). Dordrecht: Kluwer Academic Publishers. Törner, G., & Sriraman, B. (2007). A contemporary analysis of the six “theories of mathematics education” theses of Hans-Georg Steiner. ZDM The International Journal on Mathematics Education, 39(1), 155–163. Törner, G., Rolka, K., Rösken, B., & Schoenfeld, A. (2006). Teacher monologue as a safety net: Examining a German mathematics classroom situation through the lens of Schoenfeld’s theory of teaching in context. Paper presented at the 2006 Annual Meeting of the American Educational Research Association, San Francisco, USA, April 07–11, 2006. Wilson, S., & Cooney, T. (2002). Mathematics teacher change and development. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A Hidden Variable in Mathematics Education? (pp. 127–147). Dordrecht: Kluwer Academic Publishers. Winter, H. (1975). Allgemeine Lernziele für den Mathematikunterricht? Zentralblatt Didaktik der Mathematik, 7(3), 106–116.
Page 2:
Advances in Mathematics Education E
Page 6:
Prof. Bharath Sriraman Dept of Math
Page 10:
vi Series Preface a regular topic s
Page 14:
Introduction A Synthesized and Forw
Page 18:
Introduction xi Campbell, J. (Ed.)
Page 22:
xiv Contents Reflections on Theorie
Page 26:
xvi Contents Lack of Cumulativeness
Page 30:
xviii Contents Part VIII Problem So
Page 34:
xx Contents Sixth:NewQuestionsandNe
Page 38:
xxii Contents Part XIV Feminist Ped
Page 42:
xxiv Contents Concordance of Theori
Page 46:
Contributors Miriam Amit Department
Page 50:
Contributors xxix Scott Makeig Swar
Page 54:
Preface to Part I Jeremy Kilpatrick
Page 58:
Preface to Part I 5 I concluded,
Page 62:
8 B. Sriraman and L. English At the
Page 66:
10 B. Sriraman and L. English devel
Page 70:
12 B. Sriraman and L. English • I
Page 74:
14 B. Sriraman and L. English and E
Page 78:
16 B. Sriraman and L. English prove
Page 82:
18 B. Sriraman and L. English that
Page 86:
20 B. Sriraman and L. English found
Page 90:
22 B. Sriraman and L. English creat
Page 94:
24 B. Sriraman and L. English pract
Page 98:
26 B. Sriraman and L. English to so
Page 102:
28 B. Sriraman and L. English Bache
Page 106:
30 B. Sriraman and L. English Kilpa
Page 110:
32 B. Sriraman and L. English Skovs
Page 114:
36 B. Sriraman and N. Haverhals cen
Page 118:
38 B. Sriraman and N. Haverhals ref
Page 122:
40 P. Ernest the content in subsequ
Page 126:
42 P. Ernest concerns, let alone fo
Page 130:
44 P. Ernest Public Social Location
Page 134:
46 P. Ernest Radical constructivism
Page 138:
Commentary 1 on Re
Page 142:
Commentary 1 on Re
Page 146:
Commentary 2 on Re
Page 150:
Commentary 2 on Re
Page 154:
Commentary 2 on Re
Page 158:
Commentary 2 on Re
Page 162:
Commentary 2 on Re
Page 166:
66 L.D. English domains such as cog
Page 170:
68 F.K. Lester Jr. need for a journ
Page 174:
70 F.K. Lester Jr. • the way the
Page 178:
72 F.K. Lester Jr. over, the academ
Page 182:
74 F.K. Lester Jr. The development
Page 186:
76 F.K. Lester Jr. Table 1 Sources
Page 190:
78 F.K. Lester Jr. basis of the sam
Page 194:
80 F.K. Lester Jr. teachers in the
Page 198:
82 F.K. Lester Jr. Fig. 1 Stokes’
Page 202:
84 F.K. Lester Jr. Cobb, P. (2007).
Page 206:
Commentary on On t
Page 210:
Commentary on On t
Page 214:
Commentary on On t
Page 218:
Commentary on On t
Page 222:
Preface to Part IV Theories as Lens
Page 226:
Theories of Mathematics Education:
Page 230:
Page 234:
Page 238:
Page 242:
Page 246:
Page 250:
112 E. Jablonka and C. Bergsten new
Page 254:
114 E. Jablonka and C. Bergsten The
Page 258:
116 E. Jablonka and C. Bergsten edu
Page 262:
Preface to Part V The Increasing Im
Page 266:
Re-conceptualizing Mathematics Educ
Page 270:
Page 274:
Page 278:
Page 282:
Page 286:
Page 290:
Page 294:
Page 298:
Page 302:
Page 306:
Page 310:
Page 314:
Commentary 1 on Re
Page 318:
Commentary 1 on Re
Page 322:
152 C. Michelsen aim: reducing unce
Page 326:
154 C. Michelsen mathematics educat
Page 330:
156 C. Michelsen to the current sit
Page 334:
Commentary 3 on Re
Page 338:
Commentary 3 on Re
Page 342:
Commentary 3 on Re
Page 346:
Commentary 3 on Re
Page 350:
Commentary 3 on Re
Page 354:
Preface to Part VI The Fundamental
Page 358:
The Fundamental Cycle of Concept Co
Page 362:
Page 366:
Page 370:
Page 374:
Page 378:
Page 382:
Page 386:
Page 390:
Page 394:
Page 398:
Commentary on The
Page 402:
Commentary on The
Page 406:
Commentary on The
Page 410:
Commentary on The
Page 414:
Commentary on The
Page 418:
Commentary on The
Page 422:
Commentary on The
Page 426:
Commentary on The
Page 430:
Preface to Part VII Symbols and Med
Page 434:
Symbols and Mediation in Mathematic
Page 438:
Page 442:
Page 446:
Page 450:
Page 454:
Page 458:
Page 462:
Page 466:
Page 470:
Page 474:
Commentary on Symb
Page 478:
Commentary on Symb
Page 482:
Commentary on Symb
Page 486:
242 G.A. Goldin It is certainly an
Page 490:
244 G.A. Goldin conventional “mat
Page 494:
246 G.A. Goldin lead to success. In
Page 498:
248 G.A. Goldin where generalizing
Page 502:
250 G.A. Goldin Gardiner, A. D. (19
Page 506:
252 J. Cai For example, Lesh and Za
Page 510:
254 J. Cai though problems in discr
Page 514:
256 J. Cai Empirically, there are i
Page 518:
258 J. Cai Törner, G., Schoenfeld,
Page 522:
262 J. Cai curricular programs. In
Page 526:
264 L. English and B. Sriraman stra
Page 530:
266 L. English and B. Sriraman solv
Page 534:
268 L. English and B. Sriraman acro
Page 538:
270 L. English and B. Sriraman •
Page 542:
272 L. English and B. Sriraman With
Page 546:
274 L. English and B. Sriraman info
Page 550:
276 L. English and B. Sriraman Cycl
Page 554:
278 L. English and B. Sriraman 4
Page 558:
280 L. English and B. Sriraman Aust
Page 562:
282 L. English and B. Sriraman such
Page 566:
284 L. English and B. Sriraman Appe
Page 570:
286 L. English and B. Sriraman Refe
Page 574:
288 L. English and B. Sriraman Lehr
Page 578:
290 L. English and B. Sriraman Van
Page 582:
292 P. Grootenboer as such the ‘u
Page 586:
294 P. Grootenboer Future Direction
Page 590:
Commentary 2 on Pr
Page 594:
Commentary 2 on Pr
Page 598:
Commentary 2 on Pr
Page 602:
306 L. Kalbfleisch process also bea
Page 606:
Embodied Minds and Dancing Brains:
Page 610:
Page 614:
Page 618:
Page 622:
Page 626:
Page 630:
Page 634:
Page 638:
Page 642:
Page 646:
Page 650:
Page 654:
334 S. Makeig This conclusion from
Page 658:
336 S. Makeig community through ope
Page 662:
Preface to Part XI DNR-Based Instru
Page 666:
DNR-Based Instruction in Mathematic
Page 670:
Page 674:
Page 678:
Page 682:
Page 686:
Page 690:
Page 694:
Page 698:
Page 702:
Page 706:
Page 710:
Page 714:
Page 718:
370 B. Sriraman et al. (5) what mot
Page 722:
372 B. Sriraman et al. teaching and
Page 726:
374 B. Sriraman et al. the connecti
Page 730:
376 B. Sriraman et al. All three of
Page 734:
378 B. Sriraman et al. Duval, R. (2
Page 738:
382 S.J. Hegedus a deeper understan
Page 742:
384 S.J. Hegedus philosophical mode
Page 746:
386 S.J. Hegedus In such a dilemma,
Page 750:
388 S.J. Hegedus The Basis of Truth
Page 754:
390 S.J. Hegedus should be intimate
Page 758: 392 S.J. Hegedus Fig. 1 The spiral
Page 762: 394 S.J. Hegedus Sriraman, B., & Be
Page 766: 398 G.A. Goldin 1984; Goldin and Ja
Page 770: Understanding a Teacher’s Actions
Page 812: 422 D. Tirosh and P. Tsamir The tea
Page 816: 424 D. Tirosh and P. Tsamir that sh
Page 820: 426 D. Tirosh and P. Tsamir our com
Page 824: Preface to Part XIV Feminist Pedago
Page 828: Preface to Part XIV 433 more import
Page 832: 436 J.E. Jacobs of the school curri
Page 836: 438 J.E. Jacobs Chart 1: Women’s
Page 840: 440 J.E. Jacobs through induction w
Page 844: 442 J.E. Jacobs ways of knowing. Th
Page 848: 444 J.E. Jacobs impeccable reasonin
Page 852: 446 J.E. Jacobs Hanson, K. (1992).
Page 856: 448 G.C. Leder Different Faces of F
Page 860:
450 G.C. Leder sources, Kaiser and
Page 864:
452 G.C. Leder have witnessed vario
Page 868:
454 G.C. Leder Klein, S. S. (Ed.) (
Page 872:
456 S. Bulut et al. or class, resea
Page 876:
458 S. Bulut et al. Table 2 Higher
Page 880:
460 S. Bulut et al. Table 4 Studies
Page 884:
462 S. Bulut et al. Table 8 Number
Page 888:
464 S. Bulut et al. Conclusion Alth
Page 892:
466 S. Bulut et al. Ubuz, B. (1999)
Page 896:
468 G. Pálsdóttir and B. Sriraman
Page 900:
Page 904:
Page 908:
Page 912:
Preface to Part XV Tommy Dreyfus As
Page 916:
Preface to Part XV 481 one’s own
Page 920:
484 A. Bikner-Ahsbahs and S. Predig
Page 924:
Page 928:
Page 932:
Page 936:
Page 940:
Page 944:
Page 948:
Page 952:
Page 956:
Page 960:
Page 964:
Page 968:
508 F. Arzarello 3. Strategies for
Page 972:
510 F. Arzarello Since mathematics
Page 976:
512 F. Arzarello different lenses i
Page 980:
516 S. Prediger and A. Bikner-Ahsba
Page 984:
On Networking Strategies and Theori
Page 988:
Page 992:
Page 996:
Page 1000:
Page 1004:
Page 1008:
Page 1012:
Page 1016:
Page 1020:
538 U. Gellert open towards the com
Page 1024:
540 U. Gellert Explicitness in Math
Page 1028:
542 U. Gellert no attempt of checki
Page 1032:
544 U. Gellert race to 20 is not ma
Page 1036:
546 U. Gellert It is quite clear fr
Page 1040:
548 U. Gellert classroom practice,
Page 1044:
550 U. Gellert Gravemeijer, K. (199
Page 1048:
552 U. Gellert It is interesting th
Page 1052:
554 U. Gellert research phenomenon
Page 1056:
556 T. Wedege on action—when work
Page 1060:
558 T. Wedege From Bricoleur to Ref
Page 1064:
Preface to Part XVII The Importance
Page 1068:
The Importance of Complex Systems i
Page 1072:
Complexity Theories and Theories of
Page 1076:
Page 1080:
Page 1084:
Page 1088:
Page 1092:
Page 1096:
Page 1100:
Page 1104:
Page 1108:
Page 1112:
Page 1116:
Page 1120:
594 B. Sriraman of the eminent arti
Page 1124:
596 N. Sinclair collections of sign
Page 1128:
598 N. Sinclair Fig. 1 The frozen g
Page 1132:
600 N. Sinclair gesture. While it i
Page 1136:
602 N. Sinclair that the values of
Page 1140:
604 N. Sinclair students in France.
Page 1144:
606 N. Sinclair was responsible for
Page 1148:
608 N. Sinclair and elation felt by
Page 1152:
610 N. Sinclair in taking Walkerdin
Page 1156:
612 N. Sinclair Núñez, R. (2006).
Page 1160:
614 D. Pimm In this chapter, I will
Page 1164:
616 D. Pimm fact that the ancient E
Page 1168:
618 D. Pimm Mathematics tries to de
Page 1172:
622 B. Sriraman et al. mathematics
Page 1176:
624 B. Sriraman et al. politics is
Page 1180:
626 B. Sriraman et al. • a homoge
Page 1184:
628 B. Sriraman et al. and promotio
Page 1188:
630 B. Sriraman et al. “abstract
Page 1192:
632 B. Sriraman et al. carried out
Page 1196:
634 B. Sriraman et al. can then be
Page 1200:
636 B. Sriraman et al. References A
Page 1204:
638 B. Sriraman et al. Sriraman, B.
Page 1208:
640 K. Yasukawa This opens up the q
Page 1212:
642 K. Yasukawa treatments that the
Page 1216:
Author Index A Abelson, R., 413, 41
Page 1220:
Author Index 647 Bryant, P., 268, 2
Page 1224:
Author Index 649 Elliott, P., 279,
Page 1228:
Author Index 651 Henn, H.-W., 319,
Page 1232:
Author Index 653 Lenoir, T., 9, 30
Page 1236:
Author Index 655 Pappas, S., 281, 2
Page 1240:
Author Index 657 Sica, A., 164, 167
Page 1244:
Author Index 659 Watters, J. J., 27
Page 1248:
662 Subject Index 234, 316, 324, 33
Page 1252:
664 Subject Index 200, 203, 205-206
Page 1256:
666 Subject Index 299, 300, 341, 38
Page 1260:
668 Subject Index learning environm
show all

Commentary on Theories of Mathematics Education

Create successful ePaper yourself

Delete template?

Save as template?