Learning Mathematics: From Hierarchies to Networks

✍ Scribed by Prof Leone Burton, Leone Burton

• Publisher: Routledge
• Year: 1999
• Tongue: English
• Leaves: 280
• Series: Studies in Mathematics Education
• Edition: 1
• Category: Library

✦ Synopsis

Introduces alternative models of mathematical learning that improve on simple hierarchical models Develops understanding of how mathematical pedagogy has changed post-Vygostky and Piaget Foreward by Jerome Bruner

How and why is mathematics taught? These can be problematic questions. The book seeks to improve on our current answers, finding better and more truthful explanations which are backed by evidence. The contributors have diverse perspectives, but their chapters are richly cross-referenced and commented on, to create a stimulating discourse. Agreement is found on particular matters, such as the need for non-hierarchical approaches, and the contributions are all well written to be relevant to policy-makers and practitioners, as well as researchers.

✦ Table of Contents

Book Cover......Page 1
Title......Page 4
Contents......Page 5
List of Figures and Tables......Page 8
Series Editor's Preface......Page 10
Foreword Leone Burton......Page 12
Abandoning Hierarchies, Abandoning Dichotomies......Page 16
Voice, Perspective, Bias and Stance: Applying and Modifying Piagetian Theory in Mathematics Education......Page 18
The Implications of a Narrative Approach to the Learning of Mathematics......Page 36
Establishing a Community of Practice in a Secondary Mathematics Classroom......Page 51
Paths of Learning;The Joint Constitution of Insights......Page 77
Commentary Abandoning Hierarchies, Abandoning Dichotomies......Page 98
Mathematics as a Socio-cultural Artefact......Page 106
Culturally Situated Knowledge and the Problem of Transfer in the Learning of Mathematics......Page 108
Hierarchies, Networks and Learning......Page 123
Mathematics, Mind and Society......Page 134
Culture, Environment and Mathematics Learning in Uganda......Page 150
Commentary Social Construction and Mathematics Education: The Relevance of Theory......Page 156
Teaching and Learning Mathematics......Page 166
Tensions in Teachers' Conceptualizations of Mathematics and of Teaching......Page 168
Developing Teaching of Mathematics: Making Connections in Practice......Page 188
The Role of Labels in Promoting Learning fromExperience Among Teachers and Students......Page 202
Growing Minds, Growing Mathematical Understanding: Mathematical Understanding, Abstraction and Interaction......Page 224
Learners as Authors in the Mathematics Classroom......Page 247
Commentary Teaching and Learning Mathematics......Page 261
Notes on Contributors......Page 268
Index......Page 273