Educational Studies in Mathematics
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Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers
Educational Studies in Mathematics - Tập 110 - Trang 205-232 - 2021
Although strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experienc......
Beyond ‘blaming the victim’ and ‘standing in awe of noble savages’: a response to “Revisiting Lave’s ‘cognition in practice’”
Educational Studies in Mathematics - Tập 69 - Trang 23-32 - 2008
Everyday Mathematics has contributed in important ways to long-standing debates about mathematical concepts, symbolic representation, and the role of contexts in thinking—the latter topic reaching back at least as far as Kant’s notion of scheme. The descriptive work plays a role, of course. But it is only by making sense of the observations that science moves forward. If over time the expression E......
A critical discourse analysis of practical problems in a foundation mathematics course at a South African university
Educational Studies in Mathematics - Tập 91 - Trang 227-246 - 2015
Mathematical problems that make links to the everyday and to disciplines other than mathematics—variously referred to as practical, realistic, real-world or applied problems in the literature—feature in school and undergraduate mathematics reforms aimed at increasing mathematics participation in contexts of inequity and diversity. In this article, we present a micro- and macro-analysis of a protot......
Book Review: The new mathematics education of new Europe. Alexander Karp (Ed.) (2020) Eastern European mathematics education in the decades of change
Educational Studies in Mathematics -
Correction to: Book review: Baruch B. Schwarz and Michael J. Baker (Foreword by L. B. Resnick with F. Schantz) (2017) Dialogue, Argumentation and Education: History, Theory and Practice
Educational Studies in Mathematics - Tập 97 - Trang 119-119 - 2017
The title of the book review incorrectly identifies the book’s authors as Editors.
Making the transition to formal proof
Educational Studies in Mathematics - Tập 27 - Trang 249-266 - 1994
This study examined the cognitive difficulties that university students experience in learning to do formal mathematical proofs. Two preliminary studies and the main study were conducted in undergraduate mathematics courses at the University of Georgia in 1989. The students in these courses were majoring in mathematics or mathematics education. The data were collected primarily through daily nonpa......
`A historical angle’, a survey of recent literature on the use and value of history in geometrical education
Educational Studies in Mathematics - Tập 47 - Trang 223-258 - 2001
In this article we give a survey of recent literature on the use and value of the history of geometry in mathematics education. It turns out that many authors have contributed to the debate why we should apply history. Their arguments can be divided into conceptual, (multi-) cultural and motivational ones. The number of authors who concentrated on the methodological question “How could we introduc......
Influence Des Interprétations Des Productions Des Élèves Sur Les Stratégies D’Intervention En Classe De Mathématiques
Educational Studies in Mathematics - Tập 62 - Trang 307-329 - 2006
In this Article, we examine primary teachers’interpretation of their pupils’ productions in mathematics. We study the changes in teachers’ interpretation as they were taking place during discussions on pupils’ productions and the influence of the interpretation on the teachers’ choice of intervention in class. Six seminars, betwen one researcher and 21 teachers from the same school, revealed the e......
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