Rigorous mathematical thinking: conceptual formation in the mathematics classroom
This book demonstrates how rigorous mathematical thinking can be fostered through the development of students' cognitive tools and operations. This approach seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children's c...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2008
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| Schlagworte: | |
| Online-Zugang: | BSB01 UBG01 Volltext |
| Zusammenfassung: | This book demonstrates how rigorous mathematical thinking can be fostered through the development of students' cognitive tools and operations. This approach seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children's cognitive functions cannot be viewed as following a natural maturational path: they should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches – Vygotsky's theory of psychological tools and Feuerstein's concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by the students with a history of educational failure who were considered hopeless underachievers |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Beschreibung: | 1 online resource (v, 209 pages) |
| ISBN: | 9780511814655 |
| DOI: | 10.1017/CBO9780511814655 |
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| 520 | |a This book demonstrates how rigorous mathematical thinking can be fostered through the development of students' cognitive tools and operations. This approach seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children's cognitive functions cannot be viewed as following a natural maturational path: they should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches – Vygotsky's theory of psychological tools and Feuerstein's concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by the students with a history of educational failure who were considered hopeless underachievers | ||
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Datensatz im Suchindex
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| author | Kinard, James T. 1943- |
| author_facet | Kinard, James T. 1943- |
| author_role | aut |
| author_sort | Kinard, James T. 1943- |
| author_variant | j t k jt jtk |
| building | Verbundindex |
| bvnumber | BV043924136 |
| classification_rvk | SM 607 |
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| contents | Culture of mathematics -- Goals and objectives of mathematics education -- Vygotsky's sociocultural theory and mathematics learning -- Mediated learning and cognitive functions -- Mathematical concept formation and cognitive tools -- RMT application, assessment, and evaluation |
| ctrlnum | (ZDB-20-CBO)CR9780511814655 (OCoLC)967410734 (DE-599)BVBBV043924136 |
| dewey-full | 510.71 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 510 - Mathematics |
| dewey-raw | 510.71 |
| dewey-search | 510.71 |
| dewey-sort | 3510.71 |
| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| doi_str_mv | 10.1017/CBO9780511814655 |
| format | Electronic eBook |
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| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:38:43Z |
| institution | BVB |
| isbn | 9780511814655 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029333215 |
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| publishDate | 2008 |
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| spelling | Kinard, James T. 1943- Verfasser aut Rigorous mathematical thinking conceptual formation in the mathematics classroom James T. Kinard, Sr., Alex Kozulin Cambridge Cambridge University Press 2008 1 online resource (v, 209 pages) txt rdacontent c rdamedia cr rdacarrier Title from publisher's bibliographic system (viewed on 05 Oct 2015) Culture of mathematics -- Goals and objectives of mathematics education -- Vygotsky's sociocultural theory and mathematics learning -- Mediated learning and cognitive functions -- Mathematical concept formation and cognitive tools -- RMT application, assessment, and evaluation This book demonstrates how rigorous mathematical thinking can be fostered through the development of students' cognitive tools and operations. This approach seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children's cognitive functions cannot be viewed as following a natural maturational path: they should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches – Vygotsky's theory of psychological tools and Feuerstein's concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by the students with a history of educational failure who were considered hopeless underachievers Mathematik Psychologie Mathematics / Study and teaching Mathematics / Psychological aspects Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Kognitive Kompetenz (DE-588)4164465-7 gnd rswk-swf Mathematikunterricht (DE-588)4037949-8 s Kognitive Kompetenz (DE-588)4164465-7 s 1\p DE-604 Kozulin, Alex Sonstige oth Erscheint auch als Druckausgabe 978-0-521-70026-9 Erscheint auch als Druckausgabe 978-0-521-87685-8 https://doi.org/10.1017/CBO9780511814655 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Kinard, James T. 1943- Rigorous mathematical thinking conceptual formation in the mathematics classroom Culture of mathematics -- Goals and objectives of mathematics education -- Vygotsky's sociocultural theory and mathematics learning -- Mediated learning and cognitive functions -- Mathematical concept formation and cognitive tools -- RMT application, assessment, and evaluation Mathematik Psychologie Mathematics / Study and teaching Mathematics / Psychological aspects Mathematikunterricht (DE-588)4037949-8 gnd Kognitive Kompetenz (DE-588)4164465-7 gnd |
| subject_GND | (DE-588)4037949-8 (DE-588)4164465-7 |
| title | Rigorous mathematical thinking conceptual formation in the mathematics classroom |
| title_auth | Rigorous mathematical thinking conceptual formation in the mathematics classroom |
| title_exact_search | Rigorous mathematical thinking conceptual formation in the mathematics classroom |
| title_full | Rigorous mathematical thinking conceptual formation in the mathematics classroom James T. Kinard, Sr., Alex Kozulin |
| title_fullStr | Rigorous mathematical thinking conceptual formation in the mathematics classroom James T. Kinard, Sr., Alex Kozulin |
| title_full_unstemmed | Rigorous mathematical thinking conceptual formation in the mathematics classroom James T. Kinard, Sr., Alex Kozulin |
| title_short | Rigorous mathematical thinking |
| title_sort | rigorous mathematical thinking conceptual formation in the mathematics classroom |
| title_sub | conceptual formation in the mathematics classroom |
| topic | Mathematik Psychologie Mathematics / Study and teaching Mathematics / Psychological aspects Mathematikunterricht (DE-588)4037949-8 gnd Kognitive Kompetenz (DE-588)4164465-7 gnd |
| topic_facet | Mathematik Psychologie Mathematics / Study and teaching Mathematics / Psychological aspects Mathematikunterricht Kognitive Kompetenz |
| url | https://doi.org/10.1017/CBO9780511814655 |
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