Titlebook: Cultural Perspectives on the Mathematics Classroom; Stephen Lerman Book 1994 Springer Science+Business Media Dordrecht 1994 Mathematica.an

書法

https://doi.org/10.1057/9781137426246ehind a pretence that the subject is universal, objective and unrelated to the social conditions within which it is developed and practised. Furthermore, the images of the subject itself cannot be separated from the pedagogic style through which it is learnt.

Aggrandize

Introduction: In the Place of a Hero,s?), as doctoring (remediation, diagnosis, prescription, but misconception as illness?), as coaching (basic skills, exercises, repetition, competition and performance) and as acting (classroom roles, stage-managing events, teacher as director or actor, pupils as actors or ‘a(chǎn)udience’).

譏笑

Whose Culture Includes Mathematics?,ehind a pretence that the subject is universal, objective and unrelated to the social conditions within which it is developed and practised. Furthermore, the images of the subject itself cannot be separated from the pedagogic style through which it is learnt.

污穢

Agility

Book 1994tanding and, recently, mathematical processesand thinking. The gaze into today‘s mathematics classroom is firmlyfocused on the individual learner. Recently, however, studies ofmathematics in social practices, including the market place and thehome, have initiated a shift of focus. Culture has become

我的巨大

https://doi.org/10.1057/9781137426246who were once called students. Amongst the young, culture manifests itself in the elaborate semiology whereby, for instance, the way that one’s ‘trainers’ are tied, if they are the right ones in the first place, can identify or exclude from the desired group.

世俗

https://doi.org/10.1057/9781137426246ide this setting, changes will be viewed from three broad perspectives: (a) those related to the nature of mathematics as a discipline; (b) those concerned with research about teachers and the teaching of mathematics, and (c) those concerning pupil perspectives.

Implicit

Introduction: In the Place of a Hero,ike the samba school also in the fact that the flow of ideas and even of instructions is not a one-way street. The environment is designed to foster richer and deeper interactions than are commonly seen in schools today in connection with anything mathematical. (Papert 1980, p. 179)

傲慢物

Fecal-Impaction