TY - JOUR
T1 - Communicational perspectives on learning and teaching mathematics
T2 - prologue
AU - Tabach, Michal
AU - Nachlieli, Talli
N1 - Publisher Copyright:
© 2015, Springer Science+Business Media Dordrecht.
PY - 2016/3/1
Y1 - 2016/3/1
N2 - This special issue comprises five studies which vary in their focus and mathematical content, yet they all share an underlying communicational theoretical framework—commognition. Within this framework, learning mathematics is defined as a change in one’s mathematical discourse, that is, in the form of communication known as mathematical. Teaching can be defined as the communicational activity the motive of which is to bring the learners’ discourse closer to a canonic discourse. Reading the five research articles interconnected via their shared theoretical infrastructure has the potential to further develop insights about various aspects of teaching and learning mathematics.
AB - This special issue comprises five studies which vary in their focus and mathematical content, yet they all share an underlying communicational theoretical framework—commognition. Within this framework, learning mathematics is defined as a change in one’s mathematical discourse, that is, in the form of communication known as mathematical. Teaching can be defined as the communicational activity the motive of which is to bring the learners’ discourse closer to a canonic discourse. Reading the five research articles interconnected via their shared theoretical infrastructure has the potential to further develop insights about various aspects of teaching and learning mathematics.
KW - Communicational perspective
KW - Discourse analysis
KW - Learning mathematics
UR - http://www.scopus.com/inward/record.url?scp=84958058161&partnerID=8YFLogxK
U2 - 10.1007/s10649-015-9638-7
DO - 10.1007/s10649-015-9638-7
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AN - SCOPUS:84958058161
SN - 0013-1954
VL - 91
SP - 299
EP - 306
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
IS - 3
ER -