標(biāo)題: Titlebook: Cultural Perspectives on the Mathematics Classroom; Stephen Lerman Book 1994 Springer Science+Business Media Dordrecht 1994 Mathematica.an [打印本頁] 作者: 召喚 時(shí)間: 2025-3-21 19:47
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作者: 寬敞 時(shí)間: 2025-3-21 23:32
0924-4921 e drawing on the classroom as both the source of investigation andthe site of potential change and development. The book will be offundamental interest to lecturers and researchers and to teachersconcerned with the classroom as a cultural phenomenon. .978-90-481-4424-2978-94-017-1199-9Series ISSN 0924-4921 Series E-ISSN 2214-983X 作者: Handedness 時(shí)間: 2025-3-22 02:03
https://doi.org/10.1057/9781137426246about a century ago, this kind of knowledge was only passed down within a certain ‘brotherhood’. The fact that state schools have now become a given in most societies offers us the unique opportunity to make mathematics accessible to all. Yet, in spite of a century of mathematics instruction, most p作者: 過渡時(shí)期 時(shí)間: 2025-3-22 06:59 作者: 極大痛苦 時(shí)間: 2025-3-22 12:24 作者: colloquial 時(shí)間: 2025-3-22 14:17 作者: colloquial 時(shí)間: 2025-3-22 17:47
Anthropology in the Mathematics Classroom?,e next one. Each one of these imply both theoretical and practical knowledge. However, before I start on this journey, I have to state my position in the debate on the nature of the subject matter of teaching, that is on the nature of mathematics.作者: maverick 時(shí)間: 2025-3-23 00:30 作者: defibrillator 時(shí)間: 2025-3-23 04:15 作者: 敵意 時(shí)間: 2025-3-23 05:57 作者: covert 時(shí)間: 2025-3-23 10:12 作者: LEVER 時(shí)間: 2025-3-23 14:14 作者: gangrene 時(shí)間: 2025-3-23 21:08 作者: exquisite 時(shí)間: 2025-3-23 22:36 作者: 女歌星 時(shí)間: 2025-3-24 03:21 作者: Glycogen 時(shí)間: 2025-3-24 07:02 作者: 一起平行 時(shí)間: 2025-3-24 14:19
https://doi.org/10.1057/9781137426246n made, in recent times, to challenge the Eurocentric bias in mathematics and this has led to a greater appreciation of the mathematical contributions of different cultures. While there is an ackowledgement that mathematics is a pan-human activity, there is no evidence either in the history of mathe作者: 血友病 時(shí)間: 2025-3-24 15:50
https://doi.org/10.1057/9781137426246n part, be explained by the siting, in a socio-cultural context, of its content and the most commonly experienced teaching style. I identify the mathematics encountered through formal education as resonant of a powerful male, eurocentric culture which reifies its own perception of objectivity and re作者: extinct 時(shí)間: 2025-3-24 21:25
https://doi.org/10.1057/9781137426246e study of western subjects and that of intercultural interaction and communication (be it in the West or elsewhere), mathematics and mathematics education is still rarely connected to anthropology. So what can anthropology offer to the mathematics teachers? In my opinion, insights from at least fou作者: 勤勞 時(shí)間: 2025-3-25 02:32
https://doi.org/10.1057/9781137426246n the students had of their mathematics teachers. The subjects were 15 college students enrolled in “Mathophobia” workshops. Data were taken from autobiographical questionnaires and from recordings of discussions going on between the pupils and animators during the workshops. Analysis showed very cl作者: Hla461 時(shí)間: 2025-3-25 03:19 作者: Proclaim 時(shí)間: 2025-3-25 10:27 作者: DEBT 時(shí)間: 2025-3-25 15:25 作者: 知識(shí) 時(shí)間: 2025-3-25 19:06
Introduction: In the Place of a Hero, of the classroom is already a move away from “scientific” views which would see the important functions and activities of the classroom as able to be directed according to their criteria of rationality, of understanding, and of what is to count as knowledge. The questioning of these views has had d作者: 整潔漂亮 時(shí)間: 2025-3-25 21:13 作者: Credence 時(shí)間: 2025-3-26 00:27
0924-4921 sus understanding and, recently, mathematical processesand thinking. The gaze into today‘s mathematics classroom is firmlyfocused on the individual learner. Recently, however, studies ofmathematics in social practices, including the market place and thehome, have initiated a shift of focus. Culture 作者: Explicate 時(shí)間: 2025-3-26 05:30 作者: 鎮(zhèn)壓 時(shí)間: 2025-3-26 10:39
https://doi.org/10.1057/9781137426246biographical questionnaires and from recordings of discussions going on between the pupils and animators during the workshops. Analysis showed very clearly that these students took this equation as a tautology:作者: faddish 時(shí)間: 2025-3-26 14:39
Sets, Lies and Stereotypes,specificities of the new National Curriculum played a role in establishing the general priorities of those in a dominant position in UK society. In this paper, I attempt to draw broader and more general conclusions, and to discuss the ways in which mathematics curricula can be conceptualised from a political point of view.作者: ASSET 時(shí)間: 2025-3-26 19:19
What Happens When Robots Have Feelings?,biographical questionnaires and from recordings of discussions going on between the pupils and animators during the workshops. Analysis showed very clearly that these students took this equation as a tautology:作者: 書法 時(shí)間: 2025-3-26 21:02
https://doi.org/10.1057/9781137426246ehind a pretence that the subject is universal, objective and unrelated to the social conditions within which it is developed and practised. Furthermore, the images of the subject itself cannot be separated from the pedagogic style through which it is learnt.作者: Aggrandize 時(shí)間: 2025-3-27 03:10
Introduction: In the Place of a Hero,s?), as doctoring (remediation, diagnosis, prescription, but misconception as illness?), as coaching (basic skills, exercises, repetition, competition and performance) and as acting (classroom roles, stage-managing events, teacher as director or actor, pupils as actors or ‘a(chǎn)udience’).作者: 譏笑 時(shí)間: 2025-3-27 07:58
Whose Culture Includes Mathematics?,ehind a pretence that the subject is universal, objective and unrelated to the social conditions within which it is developed and practised. Furthermore, the images of the subject itself cannot be separated from the pedagogic style through which it is learnt.作者: 污穢 時(shí)間: 2025-3-27 09:27 作者: Agility 時(shí)間: 2025-3-27 17:36
Book 1994tanding and, recently, mathematical processesand thinking. The gaze into today‘s mathematics classroom is firmlyfocused on the individual learner. Recently, however, studies ofmathematics in social practices, including the market place and thehome, have initiated a shift of focus. Culture has become作者: 我的巨大 時(shí)間: 2025-3-27 20:24
https://doi.org/10.1057/9781137426246who were once called students. Amongst the young, culture manifests itself in the elaborate semiology whereby, for instance, the way that one’s ‘trainers’ are tied, if they are the right ones in the first place, can identify or exclude from the desired group.作者: 世俗 時(shí)間: 2025-3-27 22:00
https://doi.org/10.1057/9781137426246ide this setting, changes will be viewed from three broad perspectives: (a) those related to the nature of mathematics as a discipline; (b) those concerned with research about teachers and the teaching of mathematics, and (c) those concerning pupil perspectives.作者: Implicit 時(shí)間: 2025-3-28 03:45
Introduction: In the Place of a Hero,ike the samba school also in the fact that the flow of ideas and even of instructions is not a one-way street. The environment is designed to foster richer and deeper interactions than are commonly seen in schools today in connection with anything mathematical. (Papert 1980, p. 179)作者: 傲慢物 時(shí)間: 2025-3-28 06:17 作者: Fecal-Impaction 時(shí)間: 2025-3-28 12:11 作者: OPINE 時(shí)間: 2025-3-28 17:25 作者: opprobrious 時(shí)間: 2025-3-28 20:22
The Culture of the Mathematics Classroom: An Unknown Quantity?,ide this setting, changes will be viewed from three broad perspectives: (a) those related to the nature of mathematics as a discipline; (b) those concerned with research about teachers and the teaching of mathematics, and (c) those concerning pupil perspectives.作者: Paradox 時(shí)間: 2025-3-28 23:28
The Computer as a Catalyst in the Mathematics Classroom?,ike the samba school also in the fact that the flow of ideas and even of instructions is not a one-way street. The environment is designed to foster richer and deeper interactions than are commonly seen in schools today in connection with anything mathematical. (Papert 1980, p. 179)作者: 無辜 時(shí)間: 2025-3-29 05:00
,Language and “Subjectivity” in the Mathematics Classroom,s a more or less unified meaning which keeps getting heard anew and reformulated. In this second view, what supports . delimits the possibilities of teaching and learning is the . of the classroom. This culture is what makes the activities and the tasks, e.g. problems to solve, . — in one way or another.作者: 陶瓷 時(shí)間: 2025-3-29 11:11
Changing Focus in the Mathematics Classroom,ics classroom and elaborate it from their own particular interests. In this chapter I will offer an interpretation of this shift in focus towards the socio-cultural, and suggest some activities for the mathematics classroom that may be seen to be fruitful in this context.作者: Disk199 時(shí)間: 2025-3-29 14:12
