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Volumn 27, Issue 1, 1996, Pages 52-66

Intention and significance in the teaching and learning of mathematics

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EID: 24944582657     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: 10.2307/749197     Document Type: Article
Times cited : (6)

References (24)
  • 1
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    • Hermeneutics and mathematical activity
    • Brown, T. (1991). Hermeneutics and mathematical activity. Educational Studies in Mathematics, 22, 475-180.
    • (1991) Educational Studies in Mathematics , vol.22 , pp. 475-1180
    • Brown, T.1
  • 2
    • 0011622403 scopus 로고
    • Creating and knowing mathematics through language and experience
    • Brown, T. (1994a). Creating and knowing mathematics through language and experience. Educational Studies in Mathematics, 27, 79-100.
    • (1994) Educational Studies in Mathematics , vol.27 , pp. 79-100
    • Brown, T.1
  • 3
    • 0042238864 scopus 로고
    • Towards a hermeneutical understanding of mathematics and mathematical learning
    • P. Ernest (Ed.), London: Palmer
    • Brown, T. (1994b). Towards a hermeneutical understanding of mathematics and mathematical learning. In P. Ernest (Ed.), Constructing mathematical knowledge: Epistemology and mathematics education (pp. 141-150). London: Palmer.
    • (1994) Constructing Mathematical Knowledge: Epistemology and Mathematics Education , pp. 141-150
    • Brown, T.1
  • 4
    • 24944451035 scopus 로고
    • Describing the mathematics you are part of: A post-structuralist account of mathematical learning
    • P. Ernest (Ed.), London: Falmer
    • Brown, T. (1994c). Describing the mathematics you are part of: A post-structuralist account of mathematical learning. In P. Ernest (Ed.), Constructing mathematical knowledge: Epistemology and mathematics education (pp. 154-161). London: Falmer.
    • (1994) Constructing Mathematical Knowledge: Epistemology and Mathematics Education , pp. 154-161
    • Brown, T.1
  • 6
    • 24944521951 scopus 로고
    • Radical constructivism in mathematics education
    • Review of E. von Glasersfeld (Ed.)
    • Brown, T. (1994e). Review of E. von Glasersfeld (Ed.), Radical constructivism in mathematics education. Science and Education, 3, 199-203.
    • (1994) Science and Education , vol.3 , pp. 199-203
    • Brown, T.1
  • 7
    • 24944514321 scopus 로고
    • Snappy decisions
    • Brown, T. (1994f). Snappy decisions. Mathematics Teaching, 142, 38.
    • (1994) Mathematics Teaching , vol.142 , pp. 38
    • Brown, T.1
  • 9
  • 14
    • 0001976052 scopus 로고
    • Albany, NY: State University of New York Press
    • Gallagher, S. (1992a). Hermeneutics and education. Albany, NY: State University of New York Press.
    • (1992) Hermeneutics and Education
    • Gallagher, S.1
  • 15
    • 4644279929 scopus 로고
    • Language and the imperfect consensus
    • T. W. Busch & S. Gallagher (Eds.), Albany, NY: State University of New York Press
    • Gallagher, S. (1992b). Language and the imperfect consensus. In T. W. Busch & S. Gallagher (Eds.), Merleau-Ponty, hermeneutics and post-modernism (pp. 69-82). Albany, NY: State University of New York Press.
    • (1992) Merleau-Ponty, Hermeneutics and Post-modernism , pp. 69-82
    • Gallagher, S.1
  • 18
    • 0004269402 scopus 로고
    • Harmondsworth, UK: Penguin
    • Holt, J. (1969). How children fail. Harmondsworth, UK: Penguin.
    • (1969) How Children Fail
    • Holt, J.1
  • 19
    • 24944448242 scopus 로고
    • Learning mathematics as a revolutionary activity
    • M. Nickson & S. Lerman (Eds.), London: Southbank Press
    • Lerman, S. (1992). Learning mathematics as a revolutionary activity. In M. Nickson & S. Lerman (Eds.), The social context of mathematics education (pp. 170-179). London: Southbank Press.
    • (1992) The Social Context of Mathematics Education , pp. 170-179
    • Lerman, S.1
  • 20
    • 0040231185 scopus 로고
    • Teaching (pupils to make sense) and assessing (the sense they make)
    • P. Ernest (Ed.), London: Falmer
    • Mason, J. (1989). Teaching (pupils to make sense) and assessing (the sense they make). In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 153-166). London: Falmer.
    • (1989) Mathematics Teaching: The State of the Art , pp. 153-166
    • Mason, J.1
  • 21
    • 0010467170 scopus 로고
    • The double bind as a didactical trap
    • A. Bishop, S. Mellin-Olsen, & J. van Dormolen (Eds.), Dordrecht, The Netherlands: Kluwer
    • Mellin-Olsen, S. (1991). The double bind as a didactical trap. In A. Bishop, S. Mellin-Olsen, & J. van Dormolen (Eds.), Mathematical knowledge: Its growth through teaching (pp. 39-59). Dordrecht, The Netherlands: Kluwer.
    • (1991) Mathematical Knowledge: Its Growth Through Teaching , pp. 39-59
    • Mellin-Olsen, S.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.