Mathematics is often viewed as a set of invariant prepositions,
theorems, and axioms. However, from a historical perspective, these
mathematical objects and results have evolved and are contingent on
cultural developments within society. Studies of teacher learning
suggest that teachers tend to make sense of new ideas through
existing views of the nature of mathematics: in this way, images of
the nature of mathematics impact pedagogy. In this book I
investigate the experiences of four elementary teachers as they
engaged in a professional development project concerned with
designing a series of mathematics lessons where historical stories
were used as instructional tools. Working with three emerging
metaphoric themes, I consider how images of the nature of
mathematics can be altered through immersion in the uncertainty and
indeterminacy of historical mathematical stories. By creating with
the teachers a parable that presents mathematics as a vibrant and
creative activity, the predominant view many elementary teachers
have of mathematics as isolated facts and procedures that must be
memorized is challenged.
General
Imprint: |
VDM Verlag
|
Country of origin: |
Germany |
Release date: |
April 2009 |
First published: |
April 2009 |
Authors: |
Gladys Sterenberg
|
Dimensions: |
229 x 152 x 12mm (L x W x T) |
Format: |
Paperback - Trade
|
Pages: |
212 |
ISBN-13: |
978-3-639-14322-5 |
Categories: |
Books >
Social sciences >
Education >
General
|
LSN: |
3-639-14322-1 |
Barcode: |
9783639143225 |
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