part of the Education Reform Networks
A Semiotic Framework for Linking Cultural Practice and Classroom Mathematics
With the increasing recognition that connections are an important component in the pedagogy of school mathematics (National Council of Teachers of Mathematics, 1989), there is a need for a theoretical framework that addresses the ways in which the real experiences and cultural practices of students may be connected with mathematics classroom pedagogy.
Author/Creator: Presmeg, Norma C.
Date Published: 10-00
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