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020 |a9780306472282|9978-0-306-47228-2
024 7 |a10.1007/0-306-47228-7|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
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082 04|a510.71|223
245 10|aPerspectives on Practice and Meaning in Mathematics and Science Classrooms|h[electronic resource] /|cedited by D. Clarke.
250 |a1st ed. 2001.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2001.
300 |aXI, 358 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 ;|v25
505 0 |aNegotiating Meanings — An introduction -- Complementary Accounts Methodology -- Untangling Uncertainty, Negotiation and Intersubjectivity -- Accounting for Accounts of Learning Mathematics: Reading the ZPD in Videos and Transcripts -- Mathematical Interactions and Their Influence on Learning -- Interest in Learning and Classroom Interactions -- Cognitive engagement in the Mathematics Classroom -- Measuring Values in Classroom Teaching and Learning -- Opportunities to Learn Science? Multiple Contexts at Work in a Science Classroom -- The Role of Gesture in Co-Constructing Mathematical Understanding -- Learning and Teaching: From Ignorance to Understanding -- Teaching/Learning.
520 |aA team of researchers centred at the University of Melbourne, each with particular areas of expertise, contributed their analyses of a shared collection of videotape, interview, and documentary data. The result is a variegated picture of science and mathematics classrooms that challenges a research tradition that converges on the truth. In this book, we surround you with different images of the classroom. It is hoped that some will address issues of interest, some will confirm beliefs you have long held, some will challenge these same beliefs, and some may surprise you. The resulting account should appeal to educational researchers, research students, and practitioners with an interest in optimising the effectiveness of classrooms as environments for learning.
650 0|aMathematics|xStudy and teaching .
650 0|aScience|xStudy and teaching.
650 0|aLearning, Psychology of.
650 14|aMathematics Education.
650 24|aScience Education.
650 24|aInstructional Psychology.
700 1 |aClarke, D.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792369387
776 08|iPrinted edition:|z9780792369394
776 08|iPrinted edition:|z9789401741354
830 0|aMathematics Education Library,|x2214-983X ;|v25
856 40|uhttps://doi.org/10.1007/0-306-47228-7
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)