id: 02364179
dt: j
an: 2005d.01478
au: Hackenberg, Amy
ti: A model of mathematical learning and caring relations.
so: Learn. Math. 25, No. 1, 45-51 (2005).
py: 2005
pu: FLM Publishing Association, c/o University of New Brunswick, Faculty of
Education, Fredericton, NB; Canadian mathematics education study group
- CMESG (Groupe Canadien d’étude en didactique des mathématiques -
GCEDM), [s. l.]
la: EN
cc: C70 C60 C20
ut:
ci:
li:
ab: The purpose of this article to describe a model of mathematical learning
and caring relations, where "caring" is conceived of as work toward
balancing the ongoing depletion and stimulation involved in
student-teacher mathematical inetraction. The author considers reasons
for building the model (why) to be satisfied by this brief introduction
- to understand and account for mathematical learning and caring
relations. He situates the model in school classrooms (where), and he
intends the model to be about the learning of pre-adult students as
well as their teachers (who), although his comments may have wider
applicability. Having briefly addressed why, where, and who, in the
first two sections he focuses on "what": what he takes to be acts of
mathematical learning; what students and teachers learn; and what he
defines as mathematical caring relations. In the third section he
focuses on "how": how students ad teachers learn what they learn; and
how they can engage in mathematical caring relations. He concludes the
paper by describing some benefits of a model that holds learning and
caring together.
rv: