Logo - springer
Slogan - springer

Education & Language - Mathematics Education | Rhetorical Ways of Thinking - Vygotskian Theory and Mathematical Learning

Rhetorical Ways of Thinking

Vygotskian Theory and Mathematical Learning

Albert, Lillie R.

2012, XII, 100 p.

Available Formats:
eBook
Information

Springer eBooks may be purchased by end-customers only and are sold without copy protection (DRM free). Instead, all eBooks include personalized watermarks. This means you can read the Springer eBooks across numerous devices such as Laptops, eReaders, and tablets.

You can pay for Springer eBooks with Visa, Mastercard, American Express or Paypal.

After the purchase you can directly download the eBook file or read it online in our Springer eBook Reader. Furthermore your eBook will be stored in your MySpringer account. So you can always re-download your eBooks.

 
$99.00

(net) price for USA

ISBN 978-94-007-4065-5

digitally watermarked, no DRM

Included Format: PDF and EPUB

download immediately after purchase


learn more about Springer eBooks

add to marked items

Hardcover
Information

Hardcover version

You can pay for Springer Books with Visa, Mastercard, American Express or Paypal.

Standard shipping is free of charge for individual customers.

 
$129.00

(net) price for USA

ISBN 978-94-007-4064-8

free shipping for individuals worldwide

usually dispatched within 3 to 5 business days


add to marked items

Softcover
Information

Softcover (also known as softback) version.

You can pay for Springer Books with Visa, Mastercard, American Express or Paypal.

Standard shipping is free of charge for individual customers.

 
$129.00

(net) price for USA

ISBN 978-94-007-9650-8

free shipping for individuals worldwide

usually dispatched within 3 to 5 business days


add to marked items

  • Merging of the theory with mathematical teaching and learning practices
  • Two chapters that illustrate ways to study mathematical thinking and learning over time
  • Specific modeling of major theoretical constructs via examples of mathematics content​​
Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensive examination of the role of sociocultural-historical theory developed by Vygotsky. This book puts forward the supposition that the major assumptions of sociocultural-historic theory are essential to understanding the theory’s application to mathematical pedagogy, which explores issues relevant to learning and teaching mathematics-in-context, thus providing a valuable practical tool for general mathematics education research. The most important goal, then, is to exemplify the merging of the theory with practice and the subsequent applications to mathematics teaching and learning. This monograph contains five chapters, including a primer to Vygotsky’s sociocultural historic theory, two comprehensive empirical studies examining:  prospective teachers’ perception of mathematics teaching and learning and the practice of scaffolded instruction to assist practicing teachers in developing their understanding of pedagogical content knowledge. Finally, the book concludes with a contextualization of the theory, linking it to best practices in the classroom.​​

Content Level » Research

Keywords » Mathematics content knowledge - Mathematics teacher education - Scaffolding - Sociocultural historic theory - Vygotskian theory - Vygotsky

Related subjects » Education & Language - Learning & Instruction - Mathematics Education - Psychology

Table of contents 

Preface.- Chapter 1 Introduction.- Why Rhetorical Thinking.- Overview of Chapters.- Chapter 2 Vygotsky’s Sociocultural Historic Theory, A Primer.- INTRODUCTION.- TOOLS OF HUMAN INTENSIFICATION.- Mediation through Signs.- THE DEVELOPMENT OF HIGHER PSYCHOLOGICAL FUNCTIONS.- Distinguishing Between Lower and Higher Functioning.- THE ROLE OF THE ZONE OF PROXIMAL DEVELOPMENT.- The Complex Nature of the Zone of Proximal Development.- Learning Potential, Performance, and Context.- Intersubjective Learning.- CONCEPT DEVELOPMENT IN THINKING.- Spontaneous and Scientific Concepts.- THE RELATIONSHIP BETWEEN THINKING AND LANGUAGE.- CONCLUSION. Chapter 3 Images and Drawings: A Study of Prospective Teachers' Perceptions of Teaching and Learning Mathematics.- INTRODUCTION.- AN EMERGING FRAMEWORK METHODOLOGY.- Coding Drawings.- Analysis of Focus Group Transcripts.- RESULTS.- The Changing Roles of Teachers.- Student Affect and Pedagogy.- Trends in Mathematical Representations and Content.- Changes in Room Structure.- DISCUSSION OF RESULTS.- CONCLUSION.- Chapter 4 Improving Teachers’ Mathematical Content Knowledge through Scaffolded Instruction.- INTRODUCTION.- THEORETICAL FRAMEWORK AND RELEVANT RESEARCH.- Explanation of the Framework.- METHODOLOGY.- Context and Participants.- Data Sources and Procedures.- Data Analysis.- FINDINGS.- Content Knowledge: Pretest and Posttest.- Presurvey and Postsurvey Results.- Talk and Scaffolded-Interactions.- Teacher-learner Talk and the More Knowledgeable Other.- DISCUSSION OF FINDINGS.- Connecting Learning to the Field of Social Interaction.- The Importance of Language and Action.- CONCLUDING COMMENTS.- Chapter 5 Closing Thoughts and Implications.- Teacher-generated Drawings as Tools of Human Development.- Achieving Intersubjectivity through Collaborative Learning.- Index.         

Popular Content within this publication 

 

Articles

Read this Book on Springerlink

Services for this book

New Book Alert

Get alerted on new Springer publications in the subject area of Mathematics Education.