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Mathematical Knowledge: Its Growth Through Teaching

  • Book
  • © 1991

Overview

Editors:
  1. Alan J. Bishop

    1. BACOMET group, Cambridge, UK

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  2. Stieg Mellin-Olsen

    1. BACOMET group, Cambridge, UK

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    You can also search for this editor in PubMed   Google Scholar

  3. Joop Dormolen

    1. BACOMET group, Cambridge, UK

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Part of the book series: Mathematics Education Library (MELI, volume 10)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-v
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  2. Introduction

    • Alan J. Bishop, Stieg Mellin-Olsen, Joop Van Dormolen
    Pages 1-9

  3. The Fragility of Knowledge

    • Guy Brousseau, Michael Otte
    Pages 11-36

  4. The Double Bind as a Didactical Trap

    • Stieg Mellin-Olsen
    Pages 37-59

  5. Forms and Means of Generalization in Mathematics

    • W. Dörfler
    Pages 61-85

  6. Metaphors Mediating the Teaching and Understanding of Mathematics

    • Joop Van Dormolen
    Pages 87-106

  7. Tool, Object, Setting, Window: Elements for Analysing and Constructing Didactical Situations in Mathematics

    • Régine Douady
    Pages 107-130

  8. Observing Conceptual Complexity

    • Tage Werner
    Pages 131-143

  9. Developing Mathematical Knowledge Through Microworlds

    • Celia Hoyles
    Pages 145-172

  10. The Benefits and Limits of Social Interaction: The Case of Mathematical Proof

    • N. Balacheff
    Pages 173-192

  11. Mathematical Values in the Teaching Process

    • Alan J. Bishop
    Pages 193-214

  12. Back Matter

    Pages 215-223
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Keywords

About this book

In the first BACOMET volume different perspectives on issues concerning teacher education in mathematics were presented (B. Christiansen, A. G. Howson and M. Otte, Perspectives on Mathematics Education, Reidel, Dordrecht, 1986). Underlying all of them was the fundamental problem area of the relationships between mathematical knowledge and the teaching and learning processes. The subsequent project BACOMET 2, whose outcomes are presented in this book, continued this work, especially by focusing on the genesis of mathematical knowledge in the classroom. The book developed over the period 1985-9 through several meetings, much discussion and considerable writing and redrafting. Our major concern was to try to analyse what we considered to be the most significant aspects of the relationships in order to enable mathematics educators to be better able to handle the kinds of complex issues facing all mathematics educators as we approach the end of the twentieth century. With access to mathematics education widening all the time, with a multi­ tude of new materials and resources being available each year, with complex cultural and social interactions creating a fluctuating context of education, with all manner of technology becoming more and more significant, and with both informal education (through media of different kinds) and non­ formal education (courses of training etc. ) growing apace, the nature of formal mathematical education is increasingly needing analysis.

Editors and Affiliations

  • BACOMET group, Cambridge, UK

    Alan J. Bishop, Stieg Mellin-Olsen, Joop Dormolen

Bibliographic Information

  • Book Title: Mathematical Knowledge: Its Growth Through Teaching

  • Editors: Alan J. Bishop, Stieg Mellin-Olsen, Joop Dormolen

  • Series Title: Mathematics Education Library

  • DOI: https://doi.org/10.1007/978-94-017-2195-0

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 1991

  • Hardcover ISBN: 978-0-7923-1344-1Published: 31 October 1991

  • Softcover ISBN: 978-90-481-4095-4Published: 05 December 2010

  • eBook ISBN: 978-94-017-2195-0Published: 27 November 2013

  • Series ISSN: 0924-4921

  • Series E-ISSN: 2214-983X

  • Edition Number: 1

  • Number of Pages: V, 223

  • Topics: Mathematics Education, Education, general

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