Mathematical Knowledge: Its Growth Through Teaching / Edition 1

by Alan Bishop, Stieg Mellin-Olsen, Joop van Dormolen

Overview

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.

Product Details

ISBN-13:	9789048140954
Publisher:	Springer Netherlands
Publication date:	12/01/2010
Series:	Mathematics Education Library , #10
Edition description:	Softcover reprint of hardcover 1st ed. 1991
Pages:	223
Product dimensions:	6.10(w) x 9.25(h) x 0.02(d)

Editorial Reviews

The second book produced by the Basic Components of Mathematics Education for Teachers (BACOMET) group, which explores theoretical issues of teaching mathematics. Analyzes the genesis of mathematical knowledge in elementary and secondary classrooms. Among the topics are the fragility of knowledge, observing conceptual complexity, and microworlds. Some examples of application are presented, but most of the discussion is highly abstract. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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