000			03476nam a22004335i 4500
001			978-0-387-24253-8
003			DE-He213
005			20250710083931.0
007			cr nn 008mamaa
008			100301s2005 xxu| s |||| 0|eng d
020			_a9780387242538 _a99780387242538
024	7		_a10.1007/b104944 _2doi
082	0	4	_a370 _223
100	1		_aSteinbring, Heinz. _eauthor.
245	1	4	_aThe Construction of New Mathematical Knowledge in Classroom Interaction _h[recurso electrónico] : _bAn Epistemological Perspective / _cby Heinz Steinbring.
264		1	_aBoston, MA : _bSpringer US, _c2005.
300			_aXIV, 236 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 ; _v38
505	0		_aGeneral Overview Of The Book -- Overview of the First Chapter -- Theoretical Background and Starting Point -- Overview of the Second Chapter -- The Theoretical Research Question -- Overview of the Third Chapter -- Overview of the Fourth Chapter -- Epistemology-Oriented Analyses of Mathematical Interactions -- Epistemological and Communicational Conditions of Interactive Mathematical Knowledge Constructions.
520			_aThe Construction of New Mathematical Knowledge in Classroom Interaction deals with the very specific characteristics of mathematical communication in the classroom. The general research question of this book is: How can everyday mathematics teaching be described, understood and developed as a teaching and learning environment in which the students gain mathematical insights and increasing mathematical competence by means of the teacher's initiatives, offers and challenges? How can the 'quality' of mathematics teaching be realized and appropriately described? And the following more specific research question is investigated: How is new mathematical knowledge interactively constructed in a typical instructional communication among students together with the teacher? In order to answer this question, an attempt is made to enter as in-depth as possible under the surface of the visible phenomena of the observable everyday teaching events. In order to do so, theoretical views about mathematical knowledge and communication are elaborated. The careful qualitative analyses of several episodes of mathematics teaching in primary school is based on an epistemologically oriented analysis Steinbring has developed over the last years and applied to mathematics teaching of different grades. The book offers a coherent presentation and a meticulous application of this fundamental research method in mathematics education that establishes a reciprocal relationship between everyday classroom communication and epistemological conditions of mathematical knowledge constructed in interaction.
650		0	_aEDUCATION.
650		0	_aGENETIC EPISTEMOLOGY.
650		0	_aMATHEMATICS.
650	1	4	_aEDUCATION.
650	2	4	_aMATHEMATICS EDUCATION.
650	2	4	_aEPISTEMOLOGY.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387242514
830		0	_aMathematics Education Library ; _v38
856	4	0	_uhttp://dx.doi.org/10.1007/b104944 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c56326 _d56326