9780387242514 - the Construction of New Mathematical Knowledge in Classroom Interaction: an Epistemological Perspective: 38 (mathematics Education Library, 38) by Steinbring, Heinz (13 results)
Language: English
Published by Kluwer, Dordrecht 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Hardcover. Condition: 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.
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Published by Springer 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Published by Springer 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Language: English
Published by Springer 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Condition: New. pp. 252.
Language: English
Published by Springer 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Published by Springer 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Published by Springer US, Springer US 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Buch. Condition: 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, l…egal 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.
Language: English
Published by Springer US Mrz 2005 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 252 pp. Englisch.
Language: English
Published by Springer US 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The careful analysis of several episodes of mathematics teaching in primary school is based on an epistemologically oriented analysis Steinbring has developed and applied to mathematics teaching of different… gradesMathematics is generally conside.
Language: English
Published by Springer 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Condition: New. Print on Demand pp. 252 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.
Language: English
Published by Springer 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Condition: New. PRINT ON DEMAND pp. 252.
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Published by Springer US 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Buch. Condition: Neu. The Construction of New Mathematical Knowledge in Classroom Interaction | An Epistemological Perspective | Heinz Steinbring | Buch | xiv | Englisch | 2005 | Springer US | EAN 9780387242514 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at…]springer[dot]com | Anbieter: preigu Print on Demand.
Language: English
Published by Springer US, Springer US Mär 2005 2005
Series: Mathematics Education Library, Book 2 of 48. Book 2 of 48 - Mathematics Education Library
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Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -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 - traf…fic 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.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 252 pp. Englisch.
