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Amongst Mathematicians offers a unique perspective on the ways in which mathematicians perceive their students' learning, teach and reflect on their teaching practice; also on how they perceive the often fragile relationship between the communities of mathematics and mathematics education. Elena Nardi employs two fictional, yet entirely data-grounded, characters to create a conversation on these important issues. While personas are created, the facts incorporated into their stories are based on large bodies of data including intense focused group interviews with mathematicians and extensive…mehr

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Produktbeschreibung
Amongst Mathematicians offers a unique perspective on the ways in which mathematicians perceive their students' learning, teach and reflect on their teaching practice; also on how they perceive the often fragile relationship between the communities of mathematics and mathematics education. Elena Nardi employs two fictional, yet entirely data-grounded, characters to create a conversation on these important issues. While personas are created, the facts incorporated into their stories are based on large bodies of data including intense focused group interviews with mathematicians and extensive analyses of students' written work. This book demonstrates the pedagogical potential that lies in collaborative undergraduate mathematics education research that engages mathematicians, researchers and students. Nardi also addresses the need for action in undergraduate mathematics education and offers a discourse for reform through demonstrating the feasibility and potential of collaboration between mathematicians and mathematics education researchers. Amongst Mathematicians is of interest to both the mathematics and mathematics education communities including university teachers, teacher educators, undergraduate and graduate students, and researchers. TOC:Acknowledgements.- Prologue.- Background and Context.- Method, Process and Presentation.- The Encounter with Formal Mathematical Reasoning: Conceptualising its Significance and Enacting its Techniques.- Mediating Mathematical Meaning Through Symbolisation, Verbalisation and Viisualisation.- The Encounter with the Concept of Function.- The Encounter with the Concept of Limit.- Undergraduate Mathematics Pedagogy.- on The Fragile, Yet Crucial, Relationship Between M and Rme.- Epilogue.- Bibliography.

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  • Produktdetails
  • Verlag: Springer-Verlag GmbH
  • Erscheinungstermin: 19.11.2007
  • Englisch
  • ISBN-13: 9780387371436
  • Artikelnr.: 37288417
Autorenporträt
About the author: Elena Nardi was born in 1968. She studied mathematics (BSc) in Thessaloniki, Greece and mathematics education at Cambridge (MPhil) and Oxford (DPhil) in the UK. Her research is in various areas of mathematics education, with a particular emphasis on the psychology of mathematical learning and the teaching and learning of mathematics at the undergraduate level. She is Senior Lecturer in Mathematics Education at the University of East Anglia in Norwich, UK. She is involved with graduate supervision and with teaching mathematics education and research methods, she co-ordinates UEA's group of researchers in mathematics education and she is Joint Editor in Chief (2008-2010) of Research in Mathematics Education the new international journal of the British Society for Research into the Learning of Mathematics. Her book Amongst Mathematicians: Teaching and Learning Mathematics at University Level is due in the spring/summer of 2007 by Springer. For more information on Elena's work: http://www.uea.ac.uk/~m011/

Inhaltsangabe
Acknowledgements.- Prologue.- Background and Context.- Method, Process and Presentation.- The Encounter with Formal Mathematical Reasoning: Conceptualising its Significance and Enacting its Techniques.- Mediating Mathematical Meaning Through Symbolisation, Verbalisation and Viisualisation.- The Encounter with the Concept of Function.- The Encounter with the Concept of Limit.- Undergraduate Mathematics Pedagogy.- on The Fragile, Yet Crucial, Relationship Between M and Rme.- Epilogue.- Bibliography.