By Erna Yackel, Koeno Gravemeijer, Anna Sfard, Paul Cobb
This e-book provides rules constructed by means of Paul Cobb and his colleagues that experience considerably motivated the sector of arithmetic schooling over the last 3 many years. 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 taking a look at a unmarried kid's mathematical reasoning, to a category studying a selected mathematical subject, to a bunch of faculty academics, and to a college district with all its lecturers, academics' lecturers and principals. It was once his desire to make a true distinction and his continually revised realizing of what it takes to take action that dictated this sluggish broadening of the unit of research. This improvement is gifted during this publication with the aid of chronologically equipped formerly released papers, every one of which represents a unique degree during this highbrow trip and is preceded via a brand new remark that sheds extra gentle at the procedures of reconceptualization and hence is helping the reader to appreciate the explanations, mechanisms, and results of researchers’ consistent pursuit of latest insights. This e-book hence demonstrates how learn develops and evolves whilst idea and perform are taken as collectively informing elements of the researcher’s paintings. during this experience, the amount is suitable to audiences basically attracted to sensible facets of arithmetic schooling in addition to to these whose basic pursuits lie in theoretical developments.
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Extra resources for A Journey in Mathematics Education Research: Insights from the Work of Paul Cobb
However, the models must be distinguished from what might go on in children’s heads. They are formulated in the context of intensive interactions with children. Our emphasis on the researcher as teacher stems from our view that children’s construction of mathematical knowledge is greatly influenced by the experience they gain through interaction with their teacher. Although some of the researchers might not teach, all must act as model builders to ensure that the models reflect the teacher’s understanding of the children.
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