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The Construction of New Mathematical Knowledge in Classroom Interaction

An Epistemological Perspective

  • Book
  • © 2005

Overview

Authors:
  1. Heinz Steinbring

    1. Universität Duisburg-Essen, Essen, Germany

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  • The careful analysis of several episodes of mathematics teaching in primary school is based on an epistemologically oriented analysis Steinbring has developed and applied to mathematics teaching of different grades

Part of the book series: Mathematics Education Library (MELI, volume 38)

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xiii
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  2. General Overview Of The Book

    Pages 1-6

  3. Overview of the First Chapter

    Pages 7-9

  4. Theoretical Background and Starting Point

    Pages 11-56

  5. Overview of the Second Chapter

    Pages 57-59

  6. The Theoretical Research Question

    Pages 61-84

  7. Overview of the Third Chapter

    Pages 85-86

  8. Overview of the Fourth Chapter

    Pages 179-181

  9. Epistemology-Oriented Analyses of Mathematical Interactions

    Pages 87-178

  10. Epistemological and Communicational Conditions of Interactive Mathematical Knowledge Constructions

    Pages 183-217

  11. Back Matter

    Pages 219-235
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Keywords

About this book

Mathematics is generally considered as the only science where knowledge is uni­ form, universal, and free from contradictions. „Mathematics is a social product - a 'net of norms', as Wittgenstein writes. In contrast to other institutions - traffic rules, legal systems or table manners -, which are often internally contradictory and are hardly ever unrestrictedly accepted, mathematics is distinguished by coherence and consensus. Although mathematics is presumably the discipline, which is the most differentiated internally, the corpus of mathematical knowledge constitutes a coher­ ent whole. The consistency of mathematics cannot be proved, yet, so far, no contra­ dictions were found that would question the uniformity of mathematics" (Heintz, 2000, p. 11). The coherence of mathematical knowledge is closely related to the kind of pro­ fessional communication that research mathematicians hold about mathematical knowledge. In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical development of formal mathematical proof was, in fact, a means of estab­ lishing a communicable „code of conduct" which helped mathematicians make themselves understood in relation to the truth of mathematical statements in a co­ ordinated and unequivocal way.

Authors and Affiliations

  • Universität Duisburg-Essen, Essen, Germany

    Heinz Steinbring

Bibliographic Information

  • Book Title: The Construction of New Mathematical Knowledge in Classroom Interaction

  • Book Subtitle: An Epistemological Perspective

  • Authors: Heinz Steinbring

  • Series Title: Mathematics Education Library

  • DOI: https://doi.org/10.1007/b104944

  • Publisher: Springer New York, NY

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer-Verlag US 2005

  • Hardcover ISBN: 978-0-387-24251-4Published: 22 March 2005

  • eBook ISBN: 978-0-387-24253-8Published: 30 March 2006

  • Series ISSN: 0924-4921

  • Series E-ISSN: 2214-983X

  • Edition Number: 1

  • Number of Pages: XIV, 236

  • Topics: Mathematics Education, Epistemology

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