Learning Mathematics : Constructivist and Interactionist Theories of Mathematical Development
This volume emphasizes students' inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fundamental theorem of calculus, and theoretical constructs such as the crucial role of language and symbols, and the importance of dynamic imagery.
- Hardback | 194 pages
- 166.6 x 246.4 x 16.8mm | 467.21g
- 01 Dec 1994
- Dordrecht, Netherlands
- Reprinted from EDUCATIONAL STUDIES IN MATHEMATICS, 26:2-3, 1994
- VI, 194 p.
Table of contents
Editorial. Cognitive Play and Mathematical Learning in Computer Microworlds; L.P. Steffe, H.G. Wiegel. Exponential Functions, Rates of Change, and the Multiplicative Unit; J. Confrey, E. Smith. Growth in Mathematical Understanding: How can we Characterise it and How can we Represent it? S. Pirie, T. Kieren. The Gains and the Pitfalls of Reification -- the Case of Algebra; A. Sfard, L. Linchevski. Images of Rate and Operational Understanding of the Fundamental Theorem of Calculus; P.W. Thompson. Negotiation of Mathematical Meaning and Learning Mathematics; J. Voigt.