This book utilizes philosophical deliberation to analyse the appropriateness of ?mathematical language' in pedagogic communication of the structure of mathematics, given that its symbolicrepresentational form and its verbal - propositional form interact in natural language. The book begins by an attempt to formulate criteria for understanding and qualifying ?mathematical language' as the means for communicating the structure of mathematics given that its form is both linguistically and cognitively ordered. Although mathematics and language have transactional and interactional purposes respectively, they are indeed functionally isomorphic, a notion revealed by the linguistic foundations of mathematics made possible by harmonizing the principles of the three programmes in the foundations of mathematics, namely, Intuitionism (I), Logicism (L) and Formalism (F) - ?The ILF Model' - through structuralism. The model proposes three forms of discourse in mathematical pedagogy, namely, problem exposition, problem representation and problem solution; a methodological design that models levels of cognition and which nurtures phases of intelligibility that guide problem solving procedure.

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Samson Gunga is a Senior Lecturer of Philosophy of Education and Information Systems and Chair of the Department of Educational Foundations of the University of Nairobi. He received B.Ed.degree in Mathematics and Education, M.Ed. and Ph.D. in Philosophy of Education and M.Sc. in Information Systems from the University of Sunderland.

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**Book Description **Book Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | Understanding the structure and language of mathematics for effective mathematics pedagogy | This book utilizes philosophical deliberation to analyse the appropriateness of mathematical language' in pedagogic communication of the structure of mathematics, given that its symbolicrepresentational form and its verbal - propositional form interact in natural language. The book begins by an attempt to formulate criteria for understanding and qualifying mathematical language' as the means for communicating the structure of mathematics given that its form is both linguistically and cognitively ordered. Although mathematics and language have transactional and interactional purposes respectively, they are indeed functionally isomorphic, a notion revealed by the linguistic foundations of mathematics made possible by harmonizing the principles of the three programmes in the foundations of mathematics, namely, Intuitionism (I), Logicism (L) and Formalism (F) - The ILF Model' - through structuralism. The model proposes three forms of discourse in mathematical pedagogy, namely, problem exposition, problem representation and problem solution; a methodological design that models levels of cognition and which nurtures phases of intelligibility that guide problem solving procedure. | Format: Paperback | Language/Sprache: english | 152 pp. Bookseller Inventory # K9783639265651

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**Book Description **VDM Verlag Jul 2010, 2010. Taschenbuch. Book Condition: Neu. 226x156x15 mm. Neuware - This book utilizes philosophical deliberation to analyse the appropriateness of mathematical language' in pedagogic communication of the structure of mathematics, given that its symbolicrepresentational form and its verbal - propositional form interact in natural language. The book begins by an attempt to formulate criteria for understanding and qualifying mathematical language' as the means for communicating the structure of mathematics given that its form is both linguistically and cognitively ordered. Although mathematics and language have transactional and interactional purposes respectively, they are indeed functionally isomorphic, a notion revealed by the linguistic foundations of mathematics made possible by harmonizing the principles of the three programmes in the foundations of mathematics, namely, Intuitionism (I), Logicism (L) and Formalism (F) - The ILF Model' - through structuralism. The model proposes three forms of discourse in mathematical pedagogy, namely, problem exposition, problem representation and problem solution; a methodological design that models levels of cognition and which nurtures phases of intelligibility that guide problem solving procedure. 152 pp. Englisch. Bookseller Inventory # 9783639265651

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**Book Description **VDM Verlag Jul 2010, 2010. Taschenbuch. Book Condition: Neu. 226x156x15 mm. Neuware - This book utilizes philosophical deliberation to analyse the appropriateness of mathematical language' in pedagogic communication of the structure of mathematics, given that its symbolicrepresentational form and its verbal - propositional form interact in natural language. The book begins by an attempt to formulate criteria for understanding and qualifying mathematical language' as the means for communicating the structure of mathematics given that its form is both linguistically and cognitively ordered. Although mathematics and language have transactional and interactional purposes respectively, they are indeed functionally isomorphic, a notion revealed by the linguistic foundations of mathematics made possible by harmonizing the principles of the three programmes in the foundations of mathematics, namely, Intuitionism (I), Logicism (L) and Formalism (F) - The ILF Model' - through structuralism. The model proposes three forms of discourse in mathematical pedagogy, namely, problem exposition, problem representation and problem solution; a methodological design that models levels of cognition and which nurtures phases of intelligibility that guide problem solving procedure. 152 pp. Englisch. Bookseller Inventory # 9783639265651

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**Book Description **VDM Verlag Jul 2010, 2010. Taschenbuch. Book Condition: Neu. 226x156x15 mm. This item is printed on demand - Print on Demand Neuware - This book utilizes philosophical deliberation to analyse the appropriateness of mathematical language' in pedagogic communication of the structure of mathematics, given that its symbolicrepresentational form and its verbal - propositional form interact in natural language. The book begins by an attempt to formulate criteria for understanding and qualifying mathematical language' as the means for communicating the structure of mathematics given that its form is both linguistically and cognitively ordered. Although mathematics and language have transactional and interactional purposes respectively, they are indeed functionally isomorphic, a notion revealed by the linguistic foundations of mathematics made possible by harmonizing the principles of the three programmes in the foundations of mathematics, namely, Intuitionism (I), Logicism (L) and Formalism (F) - The ILF Model' - through structuralism. The model proposes three forms of discourse in mathematical pedagogy, namely, problem exposition, problem representation and problem solution; a methodological design that models levels of cognition and which nurtures phases of intelligibility that guide problem solving procedure. 152 pp. Englisch. Bookseller Inventory # 9783639265651

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**Book Description **VDM Verlag, Germany, 2010. Paperback. Book Condition: New. 220 x 150 mm. Language: English . Brand New Book. This book utilizes philosophical deliberation to analyse the appropriateness of mathematical language in pedagogic communication of the structure of mathematics, given that its symbolicrepresentational form and its verbal - propositional form interact in natural language. The book begins by an attempt to formulate criteria for understanding and qualifying mathematical language as the means for communicating the structure of mathematics given that its form is both linguistically and cognitively ordered. Although mathematics and language have transactional and interactional purposes respectively, they are indeed functionally isomorphic, a notion revealed by the linguistic foundations of mathematics made possible by harmonizing the principles of the three programmes in the foundations of mathematics, namely, Intuitionism (I), Logicism (L) and Formalism (F) - The ILF Model - through structuralism. The model proposes three forms of discourse in mathematical pedagogy, namely, problem exposition, problem representation and problem solution; a methodological design that models levels of cognition and which nurtures phases of intelligibility that guide problem solving procedure. Bookseller Inventory # KNV9783639265651

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