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ERIC Number: ED501120
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 11
ISBN: N/A
ISSN: N/A
Logico-Mathematical Activity versus Empirical Activity: Examining a Pedagogical Distinction
Simon, Martin A.
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p183-190
I present a theoretical distinction that may prove useful in conceptualizing mathematics teacher education (and graduate education) and research on mathematics teacher education. Further, the distinction can contribute to developing frameworks on the design of mathematics curricula. The distinction between empirical activity and logico-mathematical activity focuses on the nature of a mathematical concept and how that concept develops, key issues in the quest to teach mathematics for understanding. (Contains 7 endnotes.) [For complete proceedings, see ED500860.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States