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Windows on mathematical meanings : learning cultures and computers / Richard Noss, Celia Hoyles

Main Author Noss, Richard Coauthor Hoyles, Celia 1946- Country Holanda. Publication Dordrecht : Kluwer Academic Publishers, cop. 1996 Description XI, 275 p. : il. ; 25 cm Series Mathematics education library , 17) ISBN 0-7923-4073-6 CDU 51:372.851 372.851:51
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca Geral da Universidade do Minho
BGUM 51:372.851 - N Available 194820
Total holds: 0

Enhanced descriptions from Syndetics:

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.

Table of contents provided by Syndetics

  • 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

Reviews provided by Syndetics

CHOICE Review

Noss and Hoyles offer a new understanding of how meanings in mathematics are (or can be) created. To form their argument, they rely heavily on their past 15 years of research as mathematics educators, and on their extended interactions with a broad community of scholars in cognitive science, sociology, and artificial intelligence. Acting as a primary force throughout their argument, the computer serves as a window to reveal student knowledge, attitudes, beliefs, and conceptual misunderstandings. In turn, the use of the computer is integrated into the metaphor of a web as a dynamic support structure for students trying to make sense out of mathematics. The mathematics curriculum is the context from which meaning can emerge. Because of its eclectic approach, the book provides many substantial insights--about mathematics, the learning of mathematics, and curriculum design. Though definitely not to be skimmed or read casually, it does have a message for a much broader audience than that of mathematics educators. Chapter notes and an extensive list of references allow the interested reader to pursue specific ideas further. Upper-division undergraduates through faculty. J. Johnson; Western Washington University

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