This book challenges some of the conventional wisdoms on the learning of mathematics. The authors use the computer as a window onto mathematical meaning-making. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.
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This book challenges some of the conventional wisdoms on the learning of mathematics. The authors use the computer as a window onto mathematical meaning-making. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.
Imprint | Springer |
Country of origin | Netherlands |
Series | Mathematics Education Library, 17 |
Release date | May 2003 |
Availability | Expected to ship within 10 - 15 working days |
First published | 1996 |
Authors | Richard Noss, Celia Hoyles |
Dimensions | 297 x 210 x 15mm (L x W x T) |
Format | Paperback |
Pages | 278 |
Edition | Softcover reprint of the original 1st ed. 1996 |
ISBN-13 | 978-0-7923-4074-4 |
Barcode | 9780792340744 |
Categories | |
LSN | 0-7923-4074-4 |