Thinking Practices in Mathematics and Science Learning

James G. Greeno

ISBN 10: 0805816593 / ISBN 13: 9780805816594

Published by Taylor & Francis Inc Okt 1998, 1998

About this Item

Neuware - What are thinking practices What would schools and other learning settings look like if they were organized for the learning of thinking practices Are thinking practices general or do they differ by disciplines This book examines progress toward answers to these and other questions.

Seller Inventory # 9780805816594

Bibliographic Details

• Title: Thinking Practices in Mathematics and Science Learning
• Publisher: Taylor & Francis Inc Okt 1998
• Publication Date: 1998
• Language: English
• ISBN 10: 0805816593
• ISBN 13: 9780805816594
• Binding: Buch
• Condition: Neu
• Dimensions: 229W x 152H x 0D millimeters 229 millimeters width by 152 millimeters height by 0 millimeters depth
• Weight: 862 grams

About this title

Synopsis

The term used in the title of this volume--thinking practices--evokes questions that the authors of the chapters within it begin to answer: What are thinking practices? What would schools and other learning settings look like if they were organized for the learning of thinking practices? Are thinking practices general, or do they differ by disciplines? If there are differences, what implications do those differences have for how we organize teaching and learning? How do perspectives on learning, cognition, and culture affect the kinds of learning experiences children and adults have?

This volume describes advances that have been made toward answering these questions. These advances involve several agendas, including increasing interdisciplinary communication and collaboration; reconciling research on cognition with research on teaching, learning, and school culture; and strengthening the connections between research and school practice.

The term thinking practices is symbolic of a combination of theoretical perspectives that have contributed to the volume editors' understanding of how people learn, how they organize their thinking inside and across disciplines, and how school learning might be better organized. By touring through some of the perspectives on thinking and learning that have evolved into school learning designs, Greeno and Goldman begin to establish a frame for what they are calling thinking practices. This volume is a significant contribution to a topic that they believe will continue to emerge as a coherent body of scientific and educational research and practice.

About the Author

James G. Greeno, Shelley V. Goldman