By Erna Yackel, Koeno Gravemeijer, Anna Sfard, Paul Cobb
This ebook offers principles constructed through Paul Cobb and his colleagues that experience considerably encouraged the sphere of arithmetic schooling during the last 3 a long time. during this quantity, they're introduced jointly for readers to give a transparent view of ways the sphere has replaced in the course of that point. in the course of his profession Cobb moved from a unmarried kid's mathematical reasoning, to a category studying a specific mathematical subject, to a gaggle of faculty lecturers, and to a faculty district with all its academics, academics' lecturers and principals. It used to be his desire to make a true distinction and his continuously revised knowing of what it takes to take action that dictated this sluggish broadening of the unit of study. This improvement is gifted during this ebook with assistance from chronologically geared up formerly released papers, each one of which represents a different degree during this highbrow trip and is preceded through a brand new statement that sheds extra gentle at the approaches of reconceptualization and therefore is helping the reader to appreciate the explanations, mechanisms, and results of researchers’ consistent pursuit of recent insights. This booklet hence demonstrates how learn develops and evolves while concept and perform are taken as jointly informing elements of the researcher’s paintings. during this experience, the amount is correct to audiences essentially drawn to useful facets of arithmetic schooling in addition to to these whose basic pursuits lie in theoretical developments.
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Additional info for A Journey in Mathematics Education Research: Insights from the Work of Paul Cobb
Cobb, P. (1988). Construction of arithmetical meanings and strategies. New York: Springer. Steffe, L. , & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In A. Kelly & R. ), Handbook of research design in mathematics and science education (pp. 267–307). Mahwah, NJ: Erlbaum. Thompson, P. , & Saldanha, L. A. (2000). Epistemological analyses of mathematical ideas: A research methodology. In M. ), Proceedings of the twenty-second annual meeting of the North American chapter of the international group for the psychology of mathematics education (Vol.
For example, in a clinical interview, we asked Jason to find out how many marbles there were in all when four were hidden beneath the interviewer’s hand and seven were visible. Jason counted the visible marbles, pointing to each in turn. ” Jason was successful because his counting acts completed a temporal pattern. He also counted a partially screened collection of seven squares, where three were visible, by first counting the three visible ones and then continuing over the screen, stopping when his counting acts completed a square pattern.
In A. Kelly & R. ), Handbook of research design in mathematics and science education (pp. 267–307). Mahwah, NJ: Erlbaum. Thompson, P. , & Saldanha, L. A. (2000). Epistemological analyses of mathematical ideas: A research methodology. In M. ), Proceedings of the twenty-second annual meeting of the North American chapter of the international group for the psychology of mathematics education (Vol. 2, pp. 403–407). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.