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020 |a9789048197293|9978-90-481-9729-3
024 7 |a10.1007/978-90-481-9729-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/8252
245 12|aA Journey in Mathematics Education Research|h[electronic resource] :|bInsights from the Work of Paul Cobb /|cedited by Erna Yackel, Koeno Gravemeijer, Anna Sfard.
250 |a1st ed. 2011.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2011.
300 |aXXIV, 248 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Education Library,|x2214-983X ;|v48
505 0 |aRadical Constructivism -- Social Constructivism -- Symbolizing and Instructional Design -- Mathematical Practices -- Equity and Identity -- Institutional Setting of Mathematics Teaching and Learning.
520 |aThis book presents ideas developed by Paul Cobb and his colleagues that have significantly influenced the field of mathematics education over the past three decades. In this volume, they are brought together for readers to present a clear view of how the field has changed during that time. During his career Cobb moved from looking at a single child's mathematical reasoning, to a class learning a particular mathematical topic, to a group of school teachers, and to a school district with all its teachers, teachers' teachers and principals. It was his wish to make a real difference and his constantly revised understanding of what it takes to do so that dictated this gradual broadening of the unit of analysis. This development is presented in this book with the help of chronologically organized previously published papers, each of which represents a distinct stage in this intellectual journey and is preceded by a new commentary that sheds additional light on the processes of reconceptualization and thus helps the reader to understand the reasons, mechanisms, and outcomes of researchers’ constant pursuit of new insights. This book thus demonstrates how research develops and evolves when theory and practice are taken as mutually informing aspects of the researcher’s work. In this sense, the volume is relevant to audiences primarily interested in practical aspects of mathematics education as well as to those whose primary interests lie in theoretical developments.
650 0|aMathematics|xStudy and teaching .
650 14|aMathematics Education.
700 1 |aYackel, Erna.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aGravemeijer, Koeno.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSfard, Anna.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789048197286
776 08|iPrinted edition:|z9789048197309
776 08|iPrinted edition:|z9789400734586
830 0|aMathematics Education Library,|x2214-983X ;|v48
856 40|uhttps://doi.org/10.1007/978-90-481-9729-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)