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Epilogue: On the Importance of Looking Back

  • Anna Sfard
Chapter
Part of the Mathematics Education Library book series (MELI, volume 48)

Abstract

It may be a useful exercise to look at the story of Paul Cobb’s life-long quest for an ever better understanding of educational processes as a modern representative of the same genre as the ancient tales of Argonauts attempting to recover the Golden Fleece or of Sir Galahad pursuing the phantom of the Holy Grail. As I will be arguing in this epilogue, much of what can be learned from those old myths is certainly relevant to what can be found on the preceding pages.

Keywords

Classroom Community Preceding Page Sociomathematical Norm Communalization Cycle Hypothetical Learning Trajectory 
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

  1. Cobb, P. (2007). Putting philosophy to work: Coping with multiple theoretical perspectives. In F. K. J. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1, pp. 3–38). Greenwich, CT: Information Age Publishing.Google Scholar
  2. Kuhn, T. S. (1977). The essential tension. Chicago: University of Chicago Press.Google Scholar
  3. Lave, J. (1997). The culture of acquisition and the practice of understanding. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 17–36). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  4. Sfard, A. (2002). The interplay of intimations and implementations: Generating new discourse with new symbolic tools. Journal of the Learning Sciences, 11(2 and 3), 319–358.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.University of HaifaHaifaIsrael

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