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Rhetorical Ways of Thinking (Record no. 16463)

000 -LEADER
fixed length control field 04563nam a22004455i 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20140310145544.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field cr nn 008mamaa
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 120529s2012 ne | s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789400740655
978-94-007-4065-5
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LC8-6691
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370
Edition number 23
264 #1 -
-- Dordrecht :
-- Springer Netherlands :
-- Imprint: Springer,
-- 2012.
912 ## -
-- ZDB-2-SHU
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Albert, Lillie R.
Relator term author.
245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE
Title Rhetorical Ways of Thinking
Medium [electronic resource] :
Remainder of title Vygotskian Theory and Mathematical Learning /
Statement of responsibility, etc by Lillie R. Albert.
300 ## - PHYSICAL DESCRIPTION
Extent XII, 98 p. 21 illus.
Other physical details online resource.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Preface -- Chapter 1 Introduction -- Why Rhetorical Thinking -- Overview of Chapters -- Chapter 2 Vygotsky’s Sociocultural Historic Theory, A Primer -- INTRODUCTION -- TOOLS OF HUMAN INTENSIFICATION -- Mediation through Signs -- THE DEVELOPMENT OF HIGHER PSYCHOLOGICAL FUNCTIONS -- Distinguishing Between Lower and Higher Functioning -- THE ROLE OF THE ZONE OF PROXIMAL DEVELOPMENT -- The Complex Nature of the Zone of Proximal Development -- Learning Potential, Performance, and Context -- Intersubjective Learning -- CONCEPT DEVELOPMENT IN THINKING -- Spontaneous and Scientific Concepts -- THE RELATIONSHIP BETWEEN THINKING AND LANGUAGE -- CONCLUSION. Chapter 3 Images and Drawings: A Study of Prospective Teachers' Perceptions of Teaching and Learning Mathematics -- INTRODUCTION -- AN EMERGING FRAMEWORK METHODOLOGY -- Coding Drawings -- Analysis of Focus Group Transcripts -- RESULTS -- The Changing Roles of Teachers -- Student Affect and Pedagogy -- Trends in Mathematical Representations and Content -- Changes in Room Structure -- DISCUSSION OF RESULTS -- CONCLUSION -- Chapter 4 Improving Teachers’ Mathematical Content Knowledge through Scaffolded Instruction -- INTRODUCTION -- THEORETICAL FRAMEWORK AND RELEVANT RESEARCH -- Explanation of the Framework -- METHODOLOGY -- Context and Participants -- Data Sources and Procedures -- Data Analysis -- FINDINGS -- Content Knowledge: Pretest and Posttest -- Presurvey and Postsurvey Results -- Talk and Scaffolded-Interactions -- Teacher-learner Talk and the More Knowledgeable Other -- DISCUSSION OF FINDINGS -- Connecting Learning to the Field of Social Interaction -- The Importance of Language and Action -- CONCLUDING COMMENTS -- Chapter 5 Closing Thoughts and Implications -- Teacher-generated Drawings as Tools of Human Development -- Achieving Intersubjectivity through Collaborative Learning -- Index.         .
520 ## - SUMMARY, ETC.
Summary, etc Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensive examination of the role of sociocultural-historical theory developed by Vygotsky. This book puts forward the supposition that the major assumptions of sociocultural-historic theory are essential to understanding the theory’s application to mathematical pedagogy, which explores issues relevant to learning and teaching mathematics-in-context, thus providing a valuable practical tool for general mathematics education research. The most important goal, then, is to exemplify the merging of the theory with practice and the subsequent applications to mathematics teaching and learning. This monograph contains five chapters, including a primer to Vygotsky’s sociocultural historic theory, two comprehensive empirical studies examining:  prospective teachers’ perception of mathematics teaching and learning and the practice of scaffolded instruction to assist practicing teachers in developing their understanding of pedagogical content knowledge. Finally, the book concludes with a contextualization of the theory, linking it to best practices in the classroom.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Mathematics.
Topical term or geographic name as entry element Education
General subdivision Philosophy.
Topical term or geographic name as entry element Educational psychology.
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Mathematics Education.
Topical term or geographic name as entry element Educational Philosophy.
Topical term or geographic name as entry element Educational Psychology.
Topical term or geographic name as entry element Learning & Instruction.
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Printed edition:
International Standard Book Number 9789400740648
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier http://dx.doi.org/10.1007/978-94-007-4065-5
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Item type E-Book
Copies
Price effective from Permanent location Date last seen Not for loan Date acquired Source of classification or shelving scheme Koha item type Damaged status Lost status Withdrawn status Current location Full call number
2014-04-03AUM Main Library2014-04-03 2014-04-03 E-Book   AUM Main Library370
Languages: 
English |
العربية