000			04088nam a22004815i 4500
001			978-0-387-24040-4
003			DE-He213
005			20250710083930.0
007			cr nn 008mamaa
008			100301s2005 xxu| s |||| 0|eng d
020			_a9780387240404 _a99780387240404
024	7		_a10.1007/b104298 _2doi
082	0	4	_a370 _223
100	1		_aKilpatrick, Jeremy. _eeditor.
245	1	0	_aMeaning in Mathematics Education _h[recurso electrónico] / _cedited by Jeremy Kilpatrick, Celia Hoyles, Ole Skovsmose, Paola Valero.
264		1	_aBoston, MA : _bSpringer US, _c2005.
300			_aX, 260 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aMathematics Education Library ; _v37
505	0		_aMeanings of Meaning of Mathematics -- "Meaning" and School Mathematics -- The Meaning of Conics: Historical and Didactical Dimensions -- Reconstruction of Meaning as a Didactical Task: The Concept of Function as an Example -- Meaning in Mathematics Education -- Collective Meaning and Common Sense -- Mathematics Education and Common Sense -- Communication and Construction of Meaning -- Making Mathematics and Sharing Mathematics: Two Paths to Co-Constructing Meaning? -- The Hidden Role of Diagrams in Students' Construction of Meaning in Geometry -- What's a Best Fit? Construction of Meaning in a Linear Algebra Session -- Discoursing Mathematics Away -- Meaning and Mathematics.
520			_aWhat does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed-theoretical and practical-and this book seeks to move the debate forward along both dimensions while seeking to relate them where appropriate. A discussion of meaning can start from a theoretical examination of mathematics and how mathematicians over time have made sense of their work. However, from a more practical perspective, anybody involved in teaching mathematics is faced with the need to orchestrate the myriad of meanings derived from multiple sources that students develop of mathematical knowledge. This book presents a wide variety of theoretical reflections and research results about meaning in mathematics and mathematics education based on long-term and collective reflection by the group of authors as a whole. It is the outcome of the work of the BACOMET (BAsic COmponents of Mathematics Education for Teachers) group who spent several years deliberating on this topic. The ten chapters in this book, both separately and together, provide a substantial contribution to clarifying the complex issue of meaning in mathematics education. This book is of interest to researchers in mathematics education, graduate students of mathematics education, under graduate students in mathematics, secondary mathematics teachers and primary teachers with an interest in mathematics.
650		0	_aEDUCATION.
650		0	_aCURRICULUM PLANNING.
650		0	_aMATHEMATICS.
650	1	4	_aEDUCATION.
650	2	4	_aMATHEMATICS EDUCATION.
650	2	4	_aCURRICULUM STUDIES.
650	2	4	_aLEARNING & INSTRUCTION.
700	1		_aHoyles, Celia. _eeditor.
700	1		_aSkovsmose, Ole. _eeditor.
700	1		_aValero, Paola. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387240398
830		0	_aMathematics Education Library ; _v37
856	4	0	_uhttp://dx.doi.org/10.1007/b104298 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c56292 _d56292