By Elena Nardi
This ebook deals a special viewpoint on ways that mathematicians: understand their scholars' studying; educate; give some thought to their educating perform. Elena Nardi achieves this by way of utilizing fictional, but fullyyt data-grounded, characters to create a talk on those vital concerns. the development of those characters is predicated on huge our bodies of information together with excessive centred crew interviews with mathematicians and wide analyses of scholars' written paintings, accumulated and analyzed over a considerable period.
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Extra resources for Amongst Mathematicians: Teaching and Learning Mathematics at University Level (Mathematics Teacher Education)
My aim here is to employ the dialogic format as a platform to introduce the character of M and, through his exchanges with the auxiliary, constantly prompting character of RME, showcase the rich canvas of perspectives on learning and teaching that have emerged from my collaborative work with mathematicians. In doing so I aim to demonstrate the potential that lies within this type of collaborative work (the main characteristics of which I describe in Chapter 1, Part 2). Of course, unlike Plato / Socrates, there is no truth to be reached at the end of my lane and, unlike Lakatos, I am not proving any theorem.
That, unsurprisingly, he and I, and most of our friends, had associated till then with total escape from the clutter of our lives in the city. 23 Reminder: ‘five’ at this stage refers to the themes of the five datasets (see list in Part 1 and Chapter 1, Part 3). 30 CHAPTER 2: METHODOLOGY After a period of minimal engagement with the material (largely the first semester of academic year 2004-5) further formation of the chapters took place from the spring of 2005 onwards. In what follows I illustrate these stages of the process.
Y, in which the ‘story’ of this Example’s discussion was told, in most cases17, as follows. First I presented the mathematical problem and its recommended solution; then the student responses that had been used as triggers of the discussion in the original interviews; then a list of issues that the interviewees had been asked to consider (copied from the original Dataset); finally, and most significantly, a dialogue between two characters, M and RME, each consolidating the contributions in the interviews by the participating mathematicians (for M) and the researchers conducting the interviews (for RME).