Teaching experiment methodology: Underlying principles and essential elements (original) (raw)
Related papers
2014
In this article, I draw on a range ofJapanese work and unify it nuder an integrating theme of 'surprise', to help gain insight into a characteristic of mathematics lessons which make students interested in mathematical ideas Hersh (1997) took the standpoint that mathematics is a socialcultural-historic reality. From that standpoint, mathematics is considered to be outer to individuals, while it is considered inner to larger societies or communities (p. 17) Mathematics, like the other social institutions, has been created by human beings and cannot be easily changed by only one person or one classroom in a school If we, as mathematics teachers, expect our students to learn such mathematics outer to themselves, surprise may be a critical factor in whether students would be interested in mathematical ideas This issue is also important from the standpoint that learning is increasing participation in a certain practice (e.g Lave and Wenger, 1991; Sfard, 1998) Usually, people want...
Some Theoretical Issues in Mathematics Education: Papers From a Research Presession
1979
Three addressee by internationally renowned Irathematicr, researchers and a fourth paper on the role of research are presented. Fach of the aldresses focuses on the learning process, but from different points of view. Heinrich sauersfeld provides an analysis oi the miscommunAxatirm inherent in many teacher-student interactions. ,'our deficiert are,s of research are discussed. Efraim Fischhein direct. attentiem to the role of intuiticn in lea'ning. Hans Freudknthal traces *he (1,ewth o number and geometry ideas in one child. The fourth paper, by Pichard Lesh identities fc'tr problem ,Ireas needinq resem-ch.
The Philosophy of Mathematics Education
ICME-13 Topical Surveys, 2016
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Philosophy of Science, 1983
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.
Theories in and of Mathematics Education
ICME-13 Topical Surveys, 2016
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
ESSAY 1 Mathematical Knowledge as a Case Study in Empirical Philosophy of Mathematics
2015
can be traced back to the (Kantian) conviction that mathematics does not depend on human experience, but is accessible to the reine Vernunft. The truth of mathematical statements and the status of mathematical knowledge according to this conviction should not depend on contingent facts about humans or human society. This view has not only left traces in philosophy of mathematics, but can also be seen in the practice of 2 · Benedikt Löwe, Thomas Müller, and Eva Müller-Hill sociology: Compared to sociological research dealing with other sciences, sociology of mathematics is severely underrepresented.1 On the other hand, some of the central questions of philosophy of mathematics have an empirical core, and some of the statements that one finds in philosophical texts about mathematics are empirical claims. For instance, consider the question of the connection between philo-sophical views and mathematical achievements. According to main-stream philosophical belief, many working mathemati...