By Elena Nardi

ISBN-10: 0387371419

ISBN-13: 9780387371412

ISBN-10: 0387371435

ISBN-13: 9780387371436

Among Mathematicians bargains a different point of view at the ways that mathematicians understand their scholars' studying, educate and think of their instructing perform; additionally on how they understand the usually fragile dating among the groups of arithmetic and arithmetic education.Elena Nardi employs fictional, but totally data-grounded, characters to create a talk on those vital concerns. whereas personas are created, the proof included into their tales are in keeping with huge our bodies of information together with excessive concentrated workforce interviews with mathematicians and wide analyses of scholars' written paintings. This booklet demonstrates the pedagogical power that lies in collaborative undergraduate arithmetic schooling learn that engages mathematicians, researchers and scholars. Nardi additionally addresses the necessity for motion in undergraduate arithmetic schooling and gives a discourse for reform via demonstrating the feasibility and capability of collaboration among mathematicians and arithmetic schooling researchers.Amongst Mathematicians is of curiosity to either the math and arithmetic schooling groups together with college academics, instructor educators, undergraduate and graduate scholars, and researchers.

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**Additional info for Amongst Mathematicians: Teaching and Learning Mathematics at University Level**

**Example text**

I What is a mathematical argument to students? g. III [QSI] an attempt to link matrices, vectors and linear equations, to connect the apparently distinct worlds of Algebra and Geometry. II an episode in the learning about convergence: ignoring the head of a sequence, also on writing, symbols etc. V student difficulty with Group Theory concepts, [teaching: Group Theory, abstraction, attracting students, student participation, coping with content, the price of a vision]. And an idea for chapter headings as follows: ‘proof (necessity and technique); function across topics; limiting process; mediating meaning (words, symbols, diagrams); methodology and introduction; meta-theme’ This chapter breakdown differs to the one up until then in that Proof is not dealt with in two (necessity, enactment) but in one chapter, Mediation of Mathematical Meaning is similarly not dealt with in two (words / symbols, diagrams) but in one and the idea for a ‘meta-theme’ chapters has also emerged.

Canonicity and breach (stories are about something unusual happening that ‘breaches’ a normal or canonical state) 6. Referentiality (a story references reality although it does not offer verisimilitude in any direct way) 7. Genericness (as a flipside to particularity, this is a characteristic of narrative whereby the story can be classified as representing a genre, as being paradigmatic) 8. Normativeness (as a follow up to ‘canonicity and breach’ a narrative may also make claims to how one ought to act) 9.

This work aspires to address some of these silences − with the exception perhaps of ‘global theory’ on the teaching and learning of mathematics at the undergraduate level…! Apart from the above, mostly philosophical, works another source of inspiration in my use of the dialogic format lies in theatre, particularly in a small number of plays where I feel that the subtle and the artful meet effectively. I am constantly fascinated by the capacity of great writers such as Tom Stoppard (particularly Arcadia) and Michael Frayn (particularly Copenhagen and Democracy) to touch on ‘big issues’ in ways that are accessible but are ‘ni récréation ni vulgarisation’, a difficult and in many ways problematic dual objective 12.

### Amongst Mathematicians: Teaching and Learning Mathematics at University Level by Elena Nardi

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