The remaining chapter complements the other contributors' cognitive focus by bringing to the fore the social dimension of mathematical development. He focuses on the negotiation of mathematical meaning, thereby locating students in ongoing classroom interactions and the classroom microculture. Mathematical learning can then be seen to be both an individual and a collective process.
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The remaining chapter complements the other contributors' cognitive focus by bringing to the fore the social dimension of mathematical development. He focuses on the negotiation of mathematical meaning, thereby locating students in ongoing classroom interactions and the classroom microculture. Mathematical learning can then be seen to be both an individual and a collective process.
Imprint | Springer |
Country of origin | Netherlands |
Release date | April 1994 |
Availability | Expected to ship within 10 - 15 working days |
First published | 1994 |
Editors | Paul Cobb |
Dimensions | 234 x 156 x 12mm (L x W x T) |
Format | Hardcover |
Pages | 194 |
Edition | Reprinted from EDUCATIONAL STUDIES IN MATHEMATICS, 26:2-3, 1994 |
ISBN-13 | 978-0-7923-2823-0 |
Barcode | 9780792328230 |
Categories | |
LSN | 0-7923-2823-X |