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

嬉耍

詞根詞綴法

樹(shù)上結(jié)蜜糖

ABIDE

Teacher-Student Interactions,d number next to the number they were presented with but without paying much attention to the overall scheme of things. They seemed to be “going with the flow” and were responding to each other in a lively interaction.

品嘗你的人

0924-4921 age in understandingsocieties and individuals; important developments which have beenunder-utilised by researchers in mathematics education. In thisrevised and extended edition this book reaches out to contemporarywork in these broader fields, adding new material on how progressionin mathematical le

卵石

Narratives of Learning Mathematics,rs and focuses more on how the teacher’s understanding of how his or her students learn mathematics guides the way in which he or she formulates tasks and makes sense of the student’s mathematical work.

Infiltrate

強(qiáng)制性

The Phenomenology of the Mathematics Classroom,nal phenomenology, which evolves through time. Further, I argue that these ideas are never encountered directly but rather are always met through a circular hermeneutic process involving the reconciliation of expectation with experience.

jovial

Book 2001Latest editionls; important developments which have beenunder-utilised by researchers in mathematics education. In thisrevised and extended edition this book reaches out to contemporarywork in these broader fields, adding new material on how progressionin mathematical learning might be variously understood..A new

conjunctiva