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

OPINE

opprobrious

The Culture of the Mathematics Classroom: An Unknown Quantity?,ide 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.

Paradox

The Computer as a Catalyst in the Mathematics Classroom?,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)

無(wú)辜

,Language and “Subjectivity” in the Mathematics Classroom,s a more or less unified meaning which keeps getting heard anew and reformulated. In this second view, what supports . delimits the possibilities of teaching and learning is the . of the classroom. This culture is what makes the activities and the tasks, e.g. problems to solve, . — in one way or another.

陶瓷

Changing Focus in the Mathematics Classroom,ics classroom and elaborate it from their own particular interests. In this chapter I will offer an interpretation of this shift in focus towards the socio-cultural, and suggest some activities for the mathematics classroom that may be seen to be fruitful in this context.

Disk199