Printer Friendly

Towards the Emergence of Constructing Mathematical Meanings.

To read the full text of this article, click here: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED489695

This paper presents the design and some results of a series of teaching experiments. The design was created to develop a model for everyday math lessons, that describes the conditions which foster or hinder the construction of new mathematical meanings. The development process includes the students' epistemic processes, their social interactions, the mathematical domain and supporting functions of the teacher. [For complete proceedings, see ED489632.]

COPYRIGHT 2004 U.S. Department of Education
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2004 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Author:Bikner-Ahsbahs, Angelika
Publication:ERIC: Reports
Article Type:Abstract
Geographic Code:1USA
Date:Jul 1, 2004
Words:135
Previous Article:Numeracy Practices of Young Workers.
Next Article:Making Sense of Irrational Numbers: Focusing on Representation.
Topics:

Terms of use | Privacy policy | Copyright © 2019 Farlex, Inc. | Feedback | For webmasters