Heinz Steinbring

The Construction of New Mathematical Knowledge in Classroom Interaction

An Epistemological Perspective

• Broschiertes Buch

Produktbeschreibung

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 aboutmathematical 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.

Produktdetails

• Mathematics Education Library 38
• Verlag: Springer / Springer Netherlands
• Artikelnr. des Verlages: 12721801, 978-90-481-3203-4
• 1st ed. 2005. 2nd printing 2009
• Seitenzahl: 231
• Erscheinungstermin: 1. September 2009
• Englisch
• Abmessung: 233mm x 158mm x 18mm
• Gewicht: 368g
• ISBN-13: 9789048132034
• ISBN-10: 9048132037
• Artikelnr.: 26574207

Inhaltsangabe

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.

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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.

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)