By Elena Nardi
This ebook bargains a special point of view on ways that mathematicians: understand their scholars' studying; train; think of their educating perform. Elena Nardi achieves this through applying fictional, but solely data-grounded, characters to create a talk on those vital matters. the development of those characters is predicated on huge our bodies of knowledge together with extreme centred team interviews with mathematicians and vast analyses of scholars' written paintings, accumulated and analyzed over a considerable period.
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Extra info for Amongst Mathematicians: Teaching and Learning Mathematics at University Level (Mathematics Teacher Education)
The scribbling looks like the title of something; it maybe a part of a sentence from something I read at the time. I have failed to locate the origin – so, with apologies, could the owner, if any, please stand up?! – but it seems to encapsulate my thinking and soul-searching at the time with regard to the direction this work was going to take. So I feel it is worth mentioning here. 16 Except Datasets 3 and 4 for which there were five Examples. CHAPTER 2: METHODOLOGY • • 25 a mini literature review and bibliography on the theme of the Dataset concluding page with thanks to the participants (and, in the case of UEA interviews, arrangements for the next interview) In the five ‘mathematical’ Datasets there were twenty two Examples and in the one ‘meta-mathematical’ Dataset there were three.
For the three sessions I selected one Episode from each of the six Chapters. The preparation of the six Delphi Summer School Excerpts is described in the diary as follows: ‘…trim to the essentials, insert missing info (such as questions and answers etc), weave in relevant literature and write a brief chapter overview based on the Flow Texts. I will introduce each excerpt with such overviews to give a flavour of where each excerpt comes from’ Diary entry July 8th, 2005 ‘ Start with short [excerpts] for practice… of course I am doing this slightly differently to how I initially planned.
Analogously most of this material is now in Special Episodes and Out-Takes. g. ) and I often 29 cover ‘peculiar’ cases (Head of a Sequence? Students and Bikes? ) BUT what these ‘peculiarities’ do have is a capacity to throw light on a paradigmatic issue [dealt with in 30 the Episodes]. ’ 28 A preliminary breakdown into these ‘pieces’ is suggested in the March 15th, 2005 diary entry quoted earlier in this section. 1) respectively. 30 The distinction uses the terminology referred to in Part 2(i) of this chapter.
Amongst Mathematicians: Teaching and Learning Mathematics at University Level (Mathematics Teacher Education) by Elena Nardi