Titlebook: Educational Paths to Mathematics; A C.I.E.A.E.M. Sourc Uwe Gellert,Joaquim Giménez Rodríguez,Sonia Kafous Book 2015 Springer International

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Mats Benner,Jonathan Grant,Mary O’Kane that imply fairness and the claim of sharing and distributing. The results suggest that by the age of four, children are cognitively and socially capable, at a certain level, to transmit from their own state of mind to that of the others, overcome self-interest and understand, expect and prefer fai

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Susan Bouterey,Lawrence E. Marceauhe fore. On the other hand, Bruner highlights the different role of narrative and logical thinking in human understanding. Before this background, we investigate the teaching and learning processes when children are introduced to the mathematical meanings by the use of narrative context and multimod

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Crisis And Embodied Innovations chapter reconstructs relationships and meanings from the use of space by teachers in two primary mathematical classes. Adopting a social semiotic perspective, our study reveals that semantic spatial configurations are functioning as the material forces, which are subject to and reflective of teache

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Educational Paths to Mathematics978-3-319-15410-7Series ISSN 1869-4918 Series E-ISSN 1869-4926

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Introduction to Crisis Management,scourse’ to reflect on possible relationships between mathematics and meaningful contexts. By drawing on various sociological traditions the importance of these relationships for the design of ‘democratic mathematical activities’ is emphasized.

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Mats Benner,Jonathan Grant,Mary O’Kane that imply fairness and the claim of sharing and distributing. The results suggest that by the age of four, children are cognitively and socially capable, at a certain level, to transmit from their own state of mind to that of the others, overcome self-interest and understand, expect and prefer fairness, while distributing justice.