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Talking Mathematics in School Studies of Teaching and Learning [Hardcover]

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  • Category: Books (Mathematics)
  • ISBN-10:  0521621364
  • ISBN-10:  0521621364
  • ISBN-13:  9780521621366
  • ISBN-13:  9780521621366
  • Publisher:  Cambridge University Press
  • Publisher:  Cambridge University Press
  • Pages:  272
  • Pages:  272
  • Binding:  Hardcover
  • Binding:  Hardcover
  • Pub Date:  01-May-1998
  • Pub Date:  01-May-1998
  • SKU:  0521621364-11-MPOD
  • SKU:  0521621364-11-MPOD
  • Item ID: 100896217
  • Seller: ShopSpell
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This book addresses issues in the teaching and learning of maths by looking at the processes of formulating, interpreting and solving problems.The teaching and learning of mathematics in K-12 classrooms is changing. New curricula and methods engage learners in working on real problems. An essential feature of this work involves teacher and students in talking mathematics . How can students learn to do this kind of talking? What can they learn from doing it? This book addresses these questions by looking at the processes of formulating problems, interpreting contexts in which problems arise, and arguing about the reasonableness of proposed solutions. The studies in this volume seek to retain the complexity of classroom practice rather than looking at it through a particular academic lens.The teaching and learning of mathematics in K-12 classrooms is changing. New curricula and methods engage learners in working on real problems. An essential feature of this work involves teacher and students in talking mathematics . How can students learn to do this kind of talking? What can they learn from doing it? This book addresses these questions by looking at the processes of formulating problems, interpreting contexts in which problems arise, and arguing about the reasonableness of proposed solutions. The studies in this volume seek to retain the complexity of classroom practice rather than looking at it through a particular academic lens.Talking Mathematics in School investigates the relationship between students' discussions about mathematics in K-12 classrooms and their mathematical understanding. Beginning with a linguistic and sociolinguistic review of what is known about connections between thought, language, and learning, Lampert and Blunk consider what this research suggests for the teaching and learning of mathematical ideas and discourse. A collection of studies from various disciplinary perspectives--set in elementary and secondary classrooms, a computer-supportelă/
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