Course Description
Theoretical bases for mathematics learning.
Athena Title
ADV STUD MATH LRNG
Prerequisite
(EMAT 7050 and EMAT 7080) or permission of department
Semester Course Offered
Not offered on a regular basis.
Grading System
A - F (Traditional)
Course Objectives
1. Study the different models of knowing and what these models imply for understanding the nature of mathematics, mathematical thinking, and mathematical learning. 1. Compare and contrast the meaning of mathematical learning in different models of knowing. 2. Develop a model of what mathematical thinking consists of. 3. Develop a research paper on special topics of interest.
Topical Outline
COURSE REFERENCES (This is also the overview): 1. Steffe, L. P. (Ed.). (1990) Episemological foundations of mathematical experience. Springer-Verlag 2. Steffe, L. P. (Ed.). Constructivism in education. Hillsdale, NJ: LEA. 3. Steffe, L. P. et. al. (Eds.) (1996). Theories of mathematical learning. Hillsdale, JN: LEA. 4. Steffe, L. P., & Thompson, P. (Eds.) (2000) Radical constructivism in action: Building on the pioneering work of Ernst von Glasersfeld. Routledge: The Falmer Perss. 5. Von Glasesfeld, E. (1987). The construction of knowledge. Seaside, CA: Intersystems Publications. 6. Von Glasersfeld, E. (1995). Radial constructivism: A way of knowing and learning. Routledge: The Falmer Press. 7. Hilgard, E. R., & Bower, G. H. (1966). Theories of learning. New York: Appleton- Century-Crofts. 8. Henry, N. B. (1942). The psychology of learning. Yearbook XLI: National Society for the Study of Education. 9. Wertheimer, M. (1959). Productive thinking. New York: Harper & Row. 10. Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press. 11. Vygotsky, L. S. (1979) Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Cambridge, MA: Harvard University Press. 12. Ernst, P. (1990). The philosophy of mathematical education. Routledge: The Falmer Press.
Syllabus
Public CV