By Ghislaine Gueudet, Marianna Bosch, Andrea A. diSessa, Oh Nam Kwon, Lieven Verschaffel
ISBN-10: 3319316214
ISBN-13: 9783319316215
ISBN-10: 3319316222
ISBN-13: 9783319316222
This booklet examines the types of transitions which were studied in arithmetic schooling examine. It defines transition as a strategy of swap, and describes studying in a tutorial context as a transition approach. The booklet makes a speciality of study within the region of arithmetic schooling, and starts off out with a literature overview, describing the epistemological, cognitive, institutional and sociocultural views on transition. It then appears to be like on the study questions posed within the reviews and their hyperlink with transition, and examines the theoretical ways and strategies used. It explores even if the learn performed has ended in the identity of constant tactics, successive steps, or discontinuities. It solutions the query of no matter if there are problems connected to the discontinuities pointed out, and if this is the case, no matter if the study proposes capacity to minimize the space – to create a transition. The booklet concludes with instructions for destiny study on transitions in arithmetic schooling.
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3 Transitions from Out-of-School to School Mathematics (and Vice Versa) During the past decades many studies have looked at the transition from out-of-school to school mathematics (and vice versa). Three main themes of this literature are: (1) exploration of out-of-school mathematical practices and cultures (in comparison to mathematics learnt at school), (2) difficulties in the transition between out-of-school and school mathematics, and (3) attempts to facilitate these transitions. As stated above, since the early works on ethnomathematics and everyday mathematics from the 1980s (Nunes 1992), researchers have continued to explore and describe forms of informal mathematics that are embedded in everyday cultural activities (Nunes 1992; Presmeg 2007).
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