heinz steinbring (16 Ergebnisse)

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Hardcover. Zustand: Gut. B358-247 Sprache: Deutsch Gewicht in Gramm: 400.

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Softcover. Zustand: Wie neu. N.Y., Springer (2009). gr.8°. Some figs. XIII, 233 p. Pbck. Mathematics Education Library, volume 38.- Incl. bnibliography.- Like new.

Hardcover. Zustand: Sehr gut. Dordrecht, Kluwer (2005). gr.8°. Some figs. XIII, 233 p. Hardbound. (back slightly faded, otherwise like new).- Mathematics Education Library, volume 38.- Incl. bnibliography.

Zustand: New. pp. 252 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

.- Bilbao. 1985. Asuri de Ediciones. 22x17 cm. 1 tomo. 324 pgs. Con fotografías. Tela editorial. Leve marca de humedad en hojas finales. Con sellos anterior propietario. Buen estado. . . ISBN 10: 8433006614. ISBN 13: 9788433006615.

Taschenbuch. Zustand: Neu. The Construction of New Mathematical Knowledge in Classroom Interaction | An Epistemological Perspective | Heinz Steinbring | Taschenbuch | xiv | Englisch | 2009 | Springer | EAN 9789048132034 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The Construction of New Mathematical Knowledge in Classroom Interaction deals with the very specific characteristics of mathematical communication in the classroom. The general research question of this book is: How can everyday mathematics teaching be described, understood and developed as a teaching and learning environment in which the students gain mathematical insights and increasing mathematical competence by means of the teacher's initiatives, offers and challenges How can the 'quality' of mathematics teaching be realized and appropriately described And the following more specific research question is investigated: How is new mathematical knowledge interactively constructed in a typical instructional communication among students together with the teacher In order to answer this question, an attempt is made to enter as in-depth as possible under the surface of the visible phenomena of the observable everyday teaching events. In order to do so, theoretical views about mathematical knowledge and communication are elaborated.The careful qualitative analyses of several episodes of mathematics teaching in primary school is based on an epistemologically oriented analysis Steinbring has developed over the last years and applied to mathematics teaching of different grades. The book offers a coherent presentation and a meticulous application of this fundamental research method in mathematics education that establishes a reciprocal relationship between everyday classroom communication and epistemological conditions of mathematical knowledge constructed in interaction.

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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Mathematics is generally considered as the only science where knowledge is uni form, universal, and free from contradictions. 'Mathematics is a social product - a 'net of norms', as Wittgenstein writes. In contrast to other institutions - traffic rules, legal systems or table manners -, which are often internally contradictory and are hardly ever unrestrictedly accepted, mathematics is distinguished by coherence and consensus. Although mathematics is presumably the discipline, which is the most differentiated internally, the corpus of mathematical knowledge constitutes a coher ent whole. The consistency of mathematics cannot be proved, yet, so far, no contra dictions were found that would question the uniformity of mathematics' (Heintz, 2000, p. 11). The coherence of mathematical knowledge is closely related to the kind of pro fessional communication that research mathematicians hold about mathematical knowledge. In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical development of formal mathematical proof was, in fact, a means of estab lishing a communicable 'code of conduct' which helped mathematicians make themselves understood in relation to the truth of mathematical statements in a co ordinated and unequivocal way.

Hardcover. Zustand: Brand New. 408 pages. German language. 10.79x8.11x0.79 inches. In Stock.

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