By Erna Yackel, Koeno Gravemeijer, Anna Sfard, Paul Cobb

ISBN-10: 9048197287

ISBN-13: 9789048197286

ISBN-10: 9048197295

ISBN-13: 9789048197293

This ebook provides rules constructed by means of Paul Cobb and his colleagues that experience considerably inspired the sphere of arithmetic schooling over the last 3 a long time. during this quantity, they're introduced jointly for readers to give a transparent view of ways the sector has replaced in the course of that point. in the course of his occupation Cobb moved from a unmarried kid's mathematical reasoning, to a category studying a selected mathematical subject, to a bunch of faculty academics, and to a faculty district with all its lecturers, academics' academics and principals. It was once his desire to make a true distinction and his regularly revised knowing of what it takes to take action that dictated this slow broadening of the unit of study. This improvement is gifted during this e-book with assistance from chronologically equipped formerly released papers, every one of which represents a different degree during this highbrow trip and is preceded by way of a brand new observation that sheds extra mild at the techniques of reconceptualization and hence is helping the reader to appreciate the explanations, mechanisms, and results of researchers’ consistent pursuit of recent insights. This booklet therefore demonstrates how study develops and evolves while thought and perform are taken as collectively informing facets of the researcher’s paintings. during this experience, the quantity is suitable to audiences basically drawn to useful points of arithmetic schooling in addition to to these whose fundamental 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

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Gagné, R. , & Biggs L. J. (1974). Principles of Instructional Design. New York: Holt, Rinehart and Winston. International Commission on Mathematics Instruction (2005). Citation for the 2005 ICMI Hans Freudenthal medal to Professor Paul Cobb. id=648. Kuhn, T. S. (1970). ). Chicago: The University of Chicago Press. Montgomery-Fate, T. (2009) Saunter: A conversation with Henry David Thoreau. The Iowa Review, 39(1), 164–171. Part I Radical Constructivism Chapter 2 Introduction Paul Cobb My career as a mathematics education researcher began in 1978 when I entered the master’s program in mathematics education at the University of Georgia.

From this perspective, the activity of teaching involves a dialectic between modeling and practice. The teacher’s actions are formulated within the framework of his or her current models. The plausibility of these models is in question when the teacher attempts to make sense of observations of the children’s behavior in subsequent encounters. Teaching Episodes and Clinical Interviews In our work, we use teaching episodes as well as occasional clinical interviews as an observational technique. The interviews are used when we want to update our models of the children’s current mathematical knowledge, usually after a vacation or when the child has been absent for some time.

He reused one finger he had already put up. These primitive methods inhibit children from using addition facts they already know to help them find a given sum. There were indications that Jason knew the sums 3 + 3 and 5 + 4, but he did not spontaneously use this knowledge to find the sums 3 + 4 and 7 + 4. He found each sum independently as a new task. This was a recurrent feature of his mathematical behavior. Throughout April and most of May 1981, Jason’s counting scheme remained sensory-motor.

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