About this product

Product Identifiers

PublisherCambridge University Press

ISBN-100521700264

ISBN-139780521700269

eBay Product ID (ePID)65785207

Product Key Features

Number of Pages216 Pages

LanguageEnglish

Publication NameRigorous Mathematical Thinking : Conceptual Formation in the Mathematics Classroom

Publication Year2008

SubjectStudy & Teaching, General

TypeTextbook

Subject AreaMathematics, Psychology

AuthorAlex Kozulin, James T. Kinard

FormatTrade Paperback

Dimensions

Item Height0.6 in

Item Weight12.7 Oz

Item Length9 in

Item Width6 in

Additional Product Features

Intended AudienceScholarly & Professional

LCCN2007-050177

Reviews'â€¦ The book raises some interesting ideas and should give rise to some productive reflections.' American Journal of Psychology, "Consultant Kinard, an expert in cognitive enrichment and Kosulin, research director of the International Center for the Enhancement of Learning Potential argue that children's fullest cognitive development does not follow a "natural" path but must be constructed during the educational process. Basing their model on Vygotsky's theory of psychological tools and Feuerstein concept of mediated learning experience, they demonstrate how developing a mathematically-based learning culture by applying the goals and objectives of mathematics education to all subjects can reach even those who have been marginalized intellectually and socially. They explain Vygotsky's socio-cultural theory and how it applies to mathematics learning, show how mediated learning develops cognitive function, describe the process of mathematical concept formation and give a set of cognitive tools for teachers and learners to use. They close with advice on applying, assessing and evaluating their methods." --Book News, "...The book raises some interested ideas and should give rise to some productive reflections." --Alan H. Schoenfeld, University of California, American Journal of Psychology, '... The book raises some interesting ideas and should give rise to some productive reflections.' American Journal of Psychology

Dewey Edition22

IllustratedYes

Dewey Decimal510.71

Table Of Content1. The culture of mathematics; 2. Goals and objectives of mathematics education; 3. Vygotsky's Sociocultural Theory and mathematics learning; 4. Mediated learning and cognitive functions; 5. Mathematical concept formation and cognitive tools; 6. Rigorous Mathematical Thinking - application, assessment and evaluation; 7. Conclusion.

SynopsisThe first book to present mathematics teaching from Vygotsky's socio-cultural theory of learning perspective. The authors introduce a RMT program that helps students to gain general thinking skills essential for all types of problem solving. They show how mathematics standards can be reached by students considered to be 'underachievers'., This book demonstrates how rigorous mathematical thinking can be fostered through the development of students' cognitive tools and operations. Though this approach can be applied in any classroom, it seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children's cognitive functions cannot be viewed as following a natural maturational path: They should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches allowing such an active construction - Vygotsky's theory of psychological tools and Feuerstein's concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by the students with a history of educational failure who were considered hopeless underachievers., This book demonstrates how rigorous mathematical thinking can be fostered through the development of students' cognitive tools and operations. This approach seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children's cognitive functions cannot be viewed as following a natural maturational path: they should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches - Vygotsky's theory of psychological tools and Feuerstein's concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by the students with a history of educational failure who were considered hopeless underachievers.

LC Classification NumberQA11.2.K56 2008