Book review: Matematik for lærerstuderende. Delta: fagdidaktik
DOI:
https://doi.org/10.7146/nomad.v14i3.148210Abstract
Jeppe Skott, Hans Christian Hansen og Kristine Jess (2008). Matematik for lærerstuderende. Delta: fagdidaktik. Samfundslitteratur, Frederiksberg. ISBN 978-87-593-1340-4
References
Glasersfeld, E. von (1995). Radical constructivism. A way of knowing and learning. London: Falmer Press.
Gomez, P. (2002). Theory and practice in pre-service mathematics teacher education from a social perspective. In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education and Society Conference (pp. 282-291). Copenhagen: Centre for Research in Learning Mathematics.
Gomez, P. (2007). Desarello del conocimiento didáctoco en un plan de formación de profesores de matemáticas de secundaria (unpublished Ph. D. dissertation). Universidad de Granada.
Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
NCTM (2000). Principles and standards of school mathematics. Reston, VA: NCTM.
Niss, M. & Jensen, T. H. (2002). Kompetencer og Matematiklæring. Ideer og inspiration til udvikling af matematikundervisning i Danmark. Køpenhavn: Undervisningsministeriet.
Schön, D. (1991). The reflective practitioner. How professionals think in action. Aldershot, UK: Ashgate.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27 (2), 4-13. https://doi.org/10.2307/1176193
Sfard, A. (2006). Participationist discourse on mathematics learning. In J. Maasz & W. Schlöglmann (Eds.), New mathematics education research and practice (pp. 153-170). Rotterdam: Sense Publishers. https://doi.org/10.1163/9789087903510_015
Vygotsky, L. S. (1986). Thought and language. Cambridge, Mass.: MIT Press.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
