Titlebook: Educational Paths to Mathematics; A C.I.E.A.E.M. Sourc Uwe Gellert,Joaquim Giménez Rodríguez,Sonia Kafous Book 2015 Springer International

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Participation in Mathematics Problem-Solving Through Gestures and Narrationction and discuss the potential and limits of what we call the “semiotic game” between teacher and students. The importance of the teacher being conscious of the multimodal aspects of teaching and learning mathematics, and of the complexity of narratively-based contexts comes to the fore.

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Creative Nonfiction and the Research Method,nd number-symbols rooted in the context of Greek, Arabic and Romany languages and cultures. Number in cultures has been implemented as part of a playground workshop where Roma children could potentially become active participants along with adults and children of a non-Roma background.

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Educational Paths to Mathematics: Which Paths Forward to What Mathematics?,mathematics education on the various levels of its curricula and its practices has been a goal of the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques (CIEAEM, the International Commission for Study and Improvement of Teaching Mathematics) since it was cre

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Re-interpreting Students’ Interest in Mathematics: Youth Culture and Subjectivitygap between the forms of subjectivity promoted by mathematics as areas of schooling, and the forms of subjectivity experienced by students in their everyday life. While the organization of mathematics in schooling is deeply rooted in Modernity and requires students to embody its core values in order

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Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Gameology derived from the work of Basil Bernstein to describe these mechanisms in four episodes of classroom discourse. We conclude that efforts to enable “l(fā)ess able” students by incorporating elements of everyday “horizontal” discourse into school mathematics, which is oriented towards “vertical” acad

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Learning Mathematics In and Out of School: A Workplace Education Perspectiveplace observations, the pedagogic design of the training addresses tensions and contradictions between the mathematically informed workplace practices of the operators and their formal mathematical competences. A Bernsteinian approach is used in this chapter to discuss issues of enhancement at the i