By Elena Nardi
This ebook deals a special viewpoint on ways that mathematicians: understand their scholars' studying; train; consider their instructing perform. Elena Nardi achieves this via using fictional, but totally data-grounded, characters to create a talk on those vital concerns. the development of those characters relies on huge our bodies of information together with extreme targeted workforce interviews with mathematicians and wide analyses of scholars' written paintings, gathered and analyzed over a considerable period.
Read or Download Amongst Mathematicians: Teaching and Learning Mathematics at University Level (Mathematics Teacher Education) PDF
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Additional info for Amongst Mathematicians: Teaching and Learning Mathematics at University Level (Mathematics Teacher Education)
The links of the material in the dialogue with relevant works in the field is then described as follows: ‘The references to literature, attached to the dialogue in the form of footnotes, aim at highlighting places where I believe there is resonance between the views expressed in the text and other relevant works. To suggest that one unified perspective on M, RME and the literature is possible – or even desirable – would be facile and deprive the conversation this work wishes to contribute to of the richness that often emerges from difference.
In this intensive and isolated period of Writing Leave contact with the … outside world was mostly through the telephone. To the list of friends I have already thanked in other parts of the text I need to add here my sister Anthi Nardi, resident of the USA, who spent much of her valuable time on expensive longdistance phone-calls during this period. Her positive spirit and encouragement are priceless. 36 CHAPTER 2: METHODOLOGY 37 mode of expression - if we didn't have these symbols we may have never achieved the level of abstraction mathematics has achieved… etc).
Y, where X stood for the Dataset they came from and Y for the number of the Example they came from. III’ contains the materials revolving around Example III in Dataset 2. Y, in which the ‘story’ of this Example’s discussion was told, in most cases17, as follows. First I presented the mathematical problem and its recommended solution; then the student responses that had been used as triggers of the discussion in the original interviews; then a list of issues that the interviewees had been asked to consider (copied from the original Dataset); finally, and most significantly, a dialogue between two characters, M and RME, each consolidating the contributions in the interviews by the participating mathematicians (for M) and the researchers conducting the interviews (for RME).
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