Observe
发表于 2025-3-23 11:10:28
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Moderate
发表于 2025-3-23 16:27:09
The Encounter With Formal Mathematical Reasoning: Conceptualising Its Significance And Enacting Itss a cornerstone of their encounter with university mathematics. In this and the next chapter M and RME explore how the students experience this encounter: here the focus is more explicitly on the students’ ., as evident in their writing / speaking etc; in Chapter 4 the focus is more explicitly on th
acrimony
发表于 2025-3-23 18:19:16
Mediating Mathematical Meaning Through Symbolisation, Verbalisation and Visualisation, re-thought in his later work (in which he attempted to be more inclusive of perceptions that he admitted as perhaps unutterable). However it is an apt introduction to the theme M and RME discuss in this chapter: students’ attempts to mediate mathematical meaning through words, symbols and diagrams.
Rejuvenate
发表于 2025-3-24 02:03:16
The Encounter With the Concept Of Function,n the first set to an element in the second set), plays a central and unifying role in mathematics. However most students do not generally associate function with this formal definition. Their images of the concept (e.g. Vinner, 1983) are varied and numerous. Most of the studies that examine these i
Commonwealth
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裹住
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擦试不掉
发表于 2025-3-24 12:29:24
Fragile, yet Crucial: The Relationship Between Mathematicians and Researchers in Mathematics Educatral matters of teaching, learning and research rather than a scrutiny of the type of data M and RME have been discussing in the preceding chapters – is not new. Anna Sfard (1998a), for example, discussed such matters with mathematician Shimshon A. Amitsur.
大量
发表于 2025-3-24 15:10:24
Book 2008ers a discourse for reform through demonstrating the feasibility and potential of collaboration between mathematicians and mathematics education researchers...Amongst Mathematicians. is of interest to both the mathematics and mathematics education communities including university teachers, teacher e
enormous
发表于 2025-3-24 21:05:52
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可转变
发表于 2025-3-25 00:30:19
https://doi.org/10.1007/978-0-387-37143-6Mathematicians; function; learning; mathematics; mathematics education; mathematics pedagogy; teaching; vis