Commentary on Theories of Mathematics Education

Recommendations

Info

<strong>Commentary</strong> on Understanding a Teacher’s Actions in the Classroom 427 Tirosh, D., & Graeber, A. (2003). Challenging and changing mathematics classroom practices. In A. Bishop, J. Kilpatrick, C. Keitel, & K. Clements (Eds.), International Handbook of Mathematics Education (2nd ed., pp. 643–687). Dordrecht, The Netherlands: Kluwer. Wood, T. (2008). International Handbook of Mathematics Teacher Education. Rotterdam, The Netherlands: Sense. ZDM Mathematics Education (2008). Special Issue—Comparing, Combining, Coordinating- Networking Strategies for Connecting Theoretical Approaches, 40(5).
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 810: Commentary on Unde
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?