Talking Mathematics in School: Studies of Teaching and Learning (Learning in Doing: Social, Cognitive and Computational Perspectives)

ISBN 10: 0521621364 / ISBN 13: 9780521621366

Published by Cambridge University Press, 1998

About this Item

Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!

Seller Inventory # S_413235124

Bibliographic Details

• Title: Talking Mathematics in School: Studies of Teaching and Learning (Learning in Doing: Social, Cognitive and Computational Perspectives)
• Publisher: Cambridge University Press
• Publication Date: 1998
• Language: English
• ISBN 10: 0521621364
• ISBN 13: 9780521621366
• Binding: hardcover
• Condition: Good

About this title

Synopsis

Talking Mathematics in School investigates the relationship between students' discussions about mathematics in K-12 classrooms and their mathematical understanding. Beginning with a linguistic and sociolinguistic review of what is known about connections between thought, language, and learning, Lampert and Blunk consider what this research suggests for the teaching and learning of mathematical ideas and discourse. A collection of studies from various disciplinary perspectives--set in elementary and secondary classrooms, a computer-supported tutorial, and a workplace interaction--examines the nature of mathematical talk and the roles of students, teachers, tasks, and environment in producing it.

Book Description

The teaching and learning of mathematics in K-12 classrooms is changing. New curricula and methods engage learners in working on real problems. An essential feature of this work involves teacher and students in "talking mathematics". How can students learn to do this kind of talking? What can they learn from doing it? This book addresses these questions by looking at the processes of formulating problems, interpreting contexts in which problems arise, and arguing about the reasonableness of proposed solutions. The studies in this volume seek to retain the complexity of classroom practice rather than looking at it through a particular academic lens.