Titlebook: Mathematics Education and Language; Interpreting Hermene Tony Brown Book 2001Latest edition Springer Science+Business Media Dordrecht 2001

回憶錄

書目名稱Mathematics Education and Language影響因子(影響力)




書目名稱Mathematics Education and Language影響因子(影響力)學科排名




書目名稱Mathematics Education and Language網(wǎng)絡公開度




書目名稱Mathematics Education and Language網(wǎng)絡公開度學科排名




書目名稱Mathematics Education and Language被引頻次




書目名稱Mathematics Education and Language被引頻次學科排名




書目名稱Mathematics Education and Language年度引用




書目名稱Mathematics Education and Language年度引用學科排名




書目名稱Mathematics Education and Language讀者反饋




書目名稱Mathematics Education and Language讀者反饋學科排名

鞭打

SAGE

發(fā)誓放棄

上流社會

Mathematics and Language,h makes it difficult to create a stable relationship with language. Both the “seen” and “who sees it” shift continuously, if only because the person “grows older”. Further, language would need to transcend its role as being primarily descriptive for a functional association to be possible with mathe

讓空氣進入

抗原

mucous-membrane

Introduction,ment, insight and creativity in the style of mathematical work being introduced in many schools and we may aspire to encourage these qualities in the students’ learning. Yet there is still a need for an individual to reconcile her own personal mathematical understanding with the ideas and traditions

Basal-Ganglia

懶惰民族

Hermeneutics and Mathematics Education,ematical thinking with their peers and with their teacher? Such concerns will be addressed throughout the book. Before proceeding, however, I feel an example might help in further clarifying some of the issues of concern. I offer an account of someone working in a university seminar specifically con