Windows On Mathematical Meanings, Learning Cultures And Computers
Richard Noss, Celia Hoyles, R. NossBooks.org participates in affiliate programs including Bookshop.org and the Amazon Services LLC Associates Program. We may earn a commission from qualifying purchases made through links on this page, at no additional cost to you.
Synopsis
Why are mathematical ideas so hard? Is mathematics an unassailable peak, which only the few can ever hope to conquer? Or can mathematics be broadened to be accessible to the many? Noss and Hoyles have written a book which challenges some of the conventional wisdoms on the learning of mathematics. They use the computer as a window onto mathematical meaning-making, drawing together the threads of their individual and collaborative research over more than a decade. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.
Booknews
Scholars from the University of London draw on their individual and collaborative research to present an innovative approach to teaching mathematics. Using the computer as a window into the process of mathematical meaning-making, they introduce the concept of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social, and cultural forces. Annotation c. Book News, Inc., Portland, OR (booknews.com)