Heinz Steinbring

The Construction of New Mathematical Knowledge in Classroom Interaction

An Epistemological Perspective

• Gebundenes Buch

Produktbeschreibung

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.

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Produktdetails

• Mathematics Education Library 38
• Verlag: Springer / Springer US / Springer, Berlin
• Artikelnr. des Verlages: 978-0-387-24251-4
• 2005
• Seitenzahl: 252
• Erscheinungstermin: 22. März 2005
• Englisch
• Abmessung: 241mm x 160mm x 19mm
• Gewicht: 538g
• ISBN-13: 9780387242514
• ISBN-10: 0387242511
• Artikelnr.: 13886395

Autorenporträt

Heinz Steinbring, Universität Duisburg-Essen, Essen, Germany

Inhaltsangabe

General Overview Of The Book.- Overview of the First Chapter.- Theoretical Background and Starting Point.- Overview of the Second Chapter.- The Theoretical Research Question.- Overview of the Third Chapter.- Overview of the Fourth Chapter.- Epistemology-Oriented Analyses of Mathematical Interactions.- Epistemological and Communicational Conditions of Interactive Mathematical Knowledge Constructions.

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Acknowledgements.
Preface.
General overview of the book.
overview of the first chapter.
Chapter I. Theoretical Background and Starting Point. Overview of the Second Chapter.
Chapter II. The Theoretical Research Question.
Overview of the Third Chapter.
Chapter III. Epistemology
Oriented Analyses of Mathematical Interactions. Overview of the Fourth Chapter.
Chapter IV. Epistemological and Communicational Conditions of Interactive Mathematical Knowledge Constructions. Looking Back.
References.
Subject Index.
Index of Names.

Rezensionen

From the reviews:

"Steinbring's book is both well structured and well organized. Content-wise it is written with a natural and easy-to-follow flow. ... I definitely find it worthwhile reading in that it deals with manifold interesting, difficult and complex issues relevant for the everyday teaching and learning of mathematics, especially from the point of doing theoretical based research." (Jonas Bergman Ärlebäck, The International Journal on Mathematics Education, Vol. 44 (5), 2012)
"The author presents an interesting epistemological analysis of mathematical interactions in elementary classrooms. ... The book is well organized and clearly developed with rich resources both theoretical and applied. ... will be of interest for mathematics education people involved in epistemological research, for teacher training professionals as well for teachers of elementary school interested in mathematical interactions in their classroom and how to improve their teaching role." (Claudi Alsina, Zentralblatt MATH, Vol. 1174, 2009)