Titlebook: Cultural Perspectives on the Mathematics Classroom; Stephen Lerman Book 1994 Springer Science+Business Media Dordrecht 1994 Mathematica.an

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The Culture of the Mathematics Classroom: An Unknown Quantity?,ide this setting, changes will be viewed from three broad perspectives: (a) those related to the nature of mathematics as a discipline; (b) those concerned with research about teachers and the teaching of mathematics, and (c) those concerning pupil perspectives.

Paradox

The Computer as a Catalyst in the Mathematics Classroom?,ike the samba school also in the fact that the flow of ideas and even of instructions is not a one-way street. The environment is designed to foster richer and deeper interactions than are commonly seen in schools today in connection with anything mathematical. (Papert 1980, p. 179)

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,Language and “Subjectivity” in the Mathematics Classroom,s a more or less unified meaning which keeps getting heard anew and reformulated. In this second view, what supports . delimits the possibilities of teaching and learning is the . of the classroom. This culture is what makes the activities and the tasks, e.g. problems to solve, . — in one way or another.

陶瓷

Changing Focus in the Mathematics Classroom,ics classroom and elaborate it from their own particular interests. In this chapter I will offer an interpretation of this shift in focus towards the socio-cultural, and suggest some activities for the mathematics classroom that may be seen to be fruitful in this context.

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