id: 06545324
dt: j
an: 2016b.00066
au: Tabach, Michal (ed.); Nachlieli, Talli (ed.)
ti: Communicational perspectives on learning and teaching mathematics:
prologue.
so: Educ. Stud. Math. 91, No. 3, 299-306 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht
la: EN
cc: A60 C50 C30
ut: communicational perspective; mathematics learning; discourse analysis
ci:
li: doi:10.1007/s10649-015-9638-7
ab: Summary: This special issue comprises five studies which vary in their
focus and mathematical content, yet they all share an underlying
communicational theoretical framework ‒ commognition. Within this
framework, learning mathematics is defined as a change in one’s
mathematical discourse, that is, in the form of communication known as
mathematical. Teaching can be defined as the communicational activity
the motive of which is to bring the learners’ discourse closer to a
canonic discourse. Reading the five research articles interconnected
via their shared theoretical infrastructure has the potential to
further develop insights about various aspects of teaching and learning
mathematics.
rv: