Noss, Richard (2002) Mathematical epistemologies at work. For the Learning of Mathematics, 22 (2). pp. 2-13. ISSN 0228-0671
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| Item Type: | Article |
|---|---|
| Additional Information: | This paper is based on a plenary address to the 26th. International Conference for the Psychology of Education. theIn this paper, I draw together a corpus of findings derived from two sources: studies of students using computers to learn mathematics, and research into the use of mathematics in professional practice. Using this as a basis, I map some elements of a theoretical framework for understanding the nature of mathematical knowledge in use, and how it is conceptualised by practitioners. I then draw some provisional implications for a set of design principles for activity systems aimed at fostering mathematical learning. I propose a central role for digital technologies, both in assisting understanding of the genetic construction of knowledge, and in developing learning environments that instantiate the design principles. By tying together hitherto disparate elements of research, the paper proposes a novel theoretical framework for designing mathematical activities. This document has been closed because the permission of the publisher has not been verified. |
| Subjects: | ?? MATHS ICT AND LEARNING ?? |
| Divisions: | IOE Departments > Departments > Geography, Enterprise, Mathematics and Science IOE Departments > Departments > London Knowledge Lab |
| Depositing User: | IOE Repository Editor (1) |
| Date Deposited: | 18 Mar 2010 12:05 |
| Last Modified: | 31 May 2013 23:25 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1737 |
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