By Angelika Bikner-Ahsbahs, Susanne Prediger
How will we take care of the range of theories in arithmetic schooling? This used to be the most query that led the authors of this ebook to came upon the Networking Theories team. ranging from the shared assumption that the lifestyles of other theories is a source for arithmetic schooling study, the authors have explored the chances of interactions among theories, resembling contrasting, coordinating, and in the community integrating them.
The e-book explains and illustrates what it ability to community theories; it provides networking as a difficult yet fruitful examine perform and indicates how the crowd handled this problem contemplating 5 theoretical ways, particularly the technique of motion, creation, and verbal exchange (APC), the idea of Didactical events (TDS), the Anthropological thought of the Didactic (ATD), the method of Abstraction in Context (AiC), and the idea of Interest-Dense occasions (IDS).
A artificial presentation of every idea and their connections exhibits how the job of networking generates questions on the theoretical, methodological and sensible degrees and the way the paintings on those questions results in either theoretical and sensible growth. The middle of the booklet involves 4 new networking case stories which illustrate what precisely should be received through this strategy and how much problems may arise.
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Additional info for Networking of Theories as a Research Practice in Mathematics Education
Sabena 193 C for an [gesture] interval […inaudible] 194 G the differences are bigger and bigger 194 C the differences, right? 195 G yes Carlo finishes writing the answer. Gesture in 193: C’s gesture with two parallel hands is anticipating the word “interval” The students are now going about producing the written answer. However, this formulation moment is not purely a communicative moment. As a matter of fact, Carlo interrupts himself many times while writing, with seconds of silence, gestures, and words.
The central part of the movement, generally recognized as expressing the conveyed meaning, is called stroke or peak; it is preceded by a preparation phase (hand/arm moving from its resting place, and usually to the front away from the speaker), and symmetrically succeeded by a retraction phase (hand/arm back to the quiescence). Speakers of European languages usually perform gestures in a limited space in the frontal plane of the body, called gesture space, which goes roughly from the waist to the eyes, and includes the space between the shoulders.
In L. , pp. 746–783). Mahwah: Lawrence Erlbaum. Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61, 103–131. Edwards, L. (2009). Gestures and conceptual integration in mathematical talks. Educational Studies in Mathematics, 70(2), 127–141. Ernest, P. (2006). A semiotic perspective of mathematical activity: The case of number. Educational Studies in Mathematics, 61, 67–101. Freudenthal, H. (1991). Revisiting mathematics education: China lectures.