Download Transitions Between Contexts of Mathematical Practices by Guida de Abreu, Alan J. Bishop, Norma C. Presmeg PDF

By Guida de Abreu, Alan J. Bishop, Norma C. Presmeg

This ebook discusses arithmetic newbies in transition and their practices in numerous contexts; the institutional and socio-cultural framing of the transition tactics concerned; and the conversation and negotiation of mathematical meanings in the course of transition. supplying either empirical reports and important theoretical reflections, it is going to entice researchers and postgraduate scholars in arithmetic schooling, cultural psychology, multicultural schooling, immigrant and indigenous education.

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Finally in the Postlude, the main overarching issues to have emerged from the diverse chapters in the book are summarised and some pointers to future needs in research are discussed. In particular the notion of mediation in transition situations, which emerges in each of the three reflective chapters, is discussed. REFERENCES Abreu, G. de (1995). Understanding how children experience the relationship between home and school mathematics. Mind, Culture and Activity, 2(2), 119–142. Abreu, G. de (1998).

Cultural conflicts in mathematics education: developing a research agenda. For the Learning of Mathematics. 14, 2, 15–18. J. & Goffree, F. (1986). Classroom organisation and dynamics. In B. G. Howson and M. ). Perspectives on mathematics education. Dordrech: Reidel. Bourdieu, P. (1995). Language and symbolic power. Cambridge, Massachusetts: Harvard University Press. Bronfenbrenner, U. (1979). The ecology of human development. : Harvard University Press. , & Hanley, U. (1997–1998). Primary students teachers understanding of mathematics and its teaching.

London: Sage. , & Forman, E. (1998). Introduction to the special issue of learning and instruction. Learning and Instruction, 8(6), 469–472. Walkerdine, V. (1988). The mastery of reason: cognitive development and the production of rationality. London: Routledge. V. (1991). Voices of the mind. Cambridge: Cambridge University Press. CHAPTER 2 IMMIGRANT CHILDREN LEARNING MATHEMATICS IN MAINSTREAM SCHOOLS NÚRIA GORGORIÓ, NÚRIA PLANAS AND XAVIER VILELLA Universitat Autònoma de Barcelona 1. IMMIGRANT CHILDREN LEARNING MATHEMATICS IN MAINSTREAM SCHOOLS: A TRANSITION PROCESS We understand the schooling of the immigrant1 children as a transition process, because when they arrive into a new country they have to cope with the many changes involved in moving from one culture to another.

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