By Elena Nardi

ISBN-10: 0387371419

ISBN-13: 9780387371412

ISBN-10: 0387371435

ISBN-13: 9780387371436

This e-book deals a special point of view on ways that mathematicians: understand their scholars' studying; educate; think about their educating perform. Elena Nardi achieves this through utilising fictional, but completely data-grounded, characters to create a talk on those very important concerns. the development of those characters relies on huge our bodies of knowledge together with severe centred workforce interviews with mathematicians and vast analyses of scholars' written paintings, accumulated and analyzed over a considerable period.

**Read Online or Download Amongst Mathematicians: Teaching and Learning Mathematics at University Level (Mathematics Teacher Education) PDF**

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**Additional resources for Amongst Mathematicians: Teaching and Learning Mathematics at University Level (Mathematics Teacher Education)**

**Example text**

Each week I plot your equations dot for dot, xs against ys in all manner of algebraical relation, and every week they draw themselves as commonplace geometry, as if the world of forms were nothing but arcs and angles. God’s truth, Septimus, if there is an equation for a curve like a bell, there must be an equation for one like a bluebell, why not a rose? Do we believe nature is written in numbers? Septimus: We do. Thomasina: Then why do your equations only describe the shapes of manufacture? Septimus: I do not know.

A first crucial shift from the thinking that the above quotation reveals occurred in mid-March 2005. I What is a mathematical argument to students? g. III [QSI] an attempt to link matrices, vectors and linear equations, to connect the apparently distinct worlds of Algebra and Geometry. II an episode in the learning about convergence: ignoring the head of a sequence, also on writing, symbols etc. V student difficulty with Group Theory concepts, [teaching: Group Theory, abstraction, attracting students, student participation, coping with content, the price of a vision].

Referentiality (a story references reality although it does not offer verisimilitude in any direct way) 7. Genericness (as a flipside to particularity, this is a characteristic of narrative whereby the story can be classified as representing a genre, as being paradigmatic) 8. Normativeness (as a follow up to ‘canonicity and breach’ a narrative may also make claims to how one ought to act) 9. Context Sensitivity and Negotiability (relating to hermeneutic composability, an understanding of a narrative requires that between the author, the text and the reader there is a negotiation regarding the contextual boundaries within which the narrative works) 10.

### Amongst Mathematicians: Teaching and Learning Mathematics at University Level (Mathematics Teacher Education) by Elena Nardi

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