Learning Discourse

. Ed(s): Kieran, Carolyn (Universite du Quebec a Montreal, Canada); Forman, Ellice Ann (University of Pittsburgh, USA); Sfard, Anna (The University o

ISBN 10: 1402010249 / ISBN 13: 9781402010248

Published by Kluwer Academic Publishers, 2003

About this Item

Claims that mathematics can be usefully re-conceptualized as a special form of communication. This volume is aimed at those interested in specific questions regarding classroom communication, and at those who are looking for a general conceptual lens with which to tackle the complexity of mathematical teaching and learning. Editor(s): Kieran, Carolyn (Universite du Quebec a Montreal, Canada); Forman, Ellice Ann (University of Pittsburgh, USA); Sfard, Anna (The University of Haifa, Israel). Num Pages: 302 pages, biography. BIC Classification: JNU; PB. Category: (G) General (US: Trade); (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 234 x 156 x 19. Weight in Grams: 609. . 2003. 3. Hardback. . . . . Books ship from the US and Ireland.

Seller Inventory # V9781402010248

Bibliographic Details

• Title: Learning Discourse
• Publisher: Kluwer Academic Publishers
• Publication Date: 2003
• Language: English
• ISBN 10: 1402010249
• ISBN 13: 9781402010248
• Binding: Hardcover
• Condition: New

About this title

Synopsis

The authors of this volume claim that mathematics can be usefully re-conceptualized as a special form of communication. As a result, the familiar discussion of mental schemes, misconceptions, and cognitive conflict is transformed into a consideration of activity, patterns of interaction, and communication failure. By equating thinking with communicating, the discursive approach also deconstructs the problematic dichotomy between "individual" and "social" research perspectives. Although each author applies his or her own analyses to the discourse generated by students and teachers grappling with mathematical problems, their joint aim is to put discursive research into the limelight and to spur thinking about its nature and its possible advantages and pitfalls. This volume is therefore addressed both to those interested in specific questions regarding classroom communication, and to those who are looking for a general conceptual lens with which to tackle the complexity of mathematical teaching and learning.