Towards the Emergence of Constructing Mathematical Meanings.
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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.]
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|Date:||Jul 1, 2004|
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