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ZDM

, Volume 45, Issue 3, pp 483–489 | Cite as

Classroom-based interventions in mathematics education: relevance, significance, and applicability

  • Guershon Harel
Commentary Paper
  • 696 Downloads

Abstract

This special issue discusses various pedagogical innovations and myriad of significant findings. This commentary is not a synthesis of these contributions, but a summary of my own reflections on selected aspects of the nine papers comprising the special issue. Four themes subsume these reflections: (1) Gestural Communication (Alibali, Nathan, Church, Wolfgram, Kim and Knuth 2013); (2) Development of Ways of Thinking (Jahnke and Wambach 2013; Lehrer, Kobiela and Weinberg 2013; Mariotti 2013; Roberts and A. Stylianides 2013; Shilling-Traina and G. Stylianides 2013; Tabach, Hershkowitz and Dreyfus 2013); (3) Learning Mathematics through Representation (Saxe, Diakow and Gearhart 2013); and (4) Challenges in Dialogic Teaching (Ruthven and Hofmann 2013).

Keywords

Proof Scheme Instructional Intervention Symbol Manipulation Common Core State Standard Gestural Communication 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

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Copyright information

© FIZ Karlsruhe 2013

Authors and Affiliations

  1. 1.University of CaliforniaSan DiegoUSA

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