Rhetorical Ways of Thinking Vygotskian Theory and Mathematical Learn
Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensive examination of the role of sociocultural-historical theory developed by Vygotsky. This book puts forwar
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Lillie R. Albert
Rhetorical Ways of Thinking Vygotskian Theory and Mathematical Learning
with Danielle Corea and Vittoria Macadino
Lillie R. Albert, Ph.D. Lynch School of Education Boston College Chestnut Hill, MA, USA
Danielle Corea Center for Faith and Public Life Fairfield University Fairfield, CT, USA
Vittoria Macadino Lynch School of Education Boston College Chestnut Hill, MA, USA
ISBN 978-94-007-4064-8 ISBN 978-94-007-4065-5 (eBook) DOI 10.1007/978-94-007-4065-5 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2012940222 © Springer Science+Business Media Dordrecht 2012 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
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Preface
As Vygotskian theory becomes more broadly known and applied to mathematical education research, the sociocultural context has philosophically influenced how we think as well as what we think about pedagogical content knowledge. Vygotsky (1978) contended that research should result in a dynamic analysis in which “the complex reaction must be studied as a living process, not as an object” (p. 69). From a historic perspective, which concentrates on the origin of the experience and its developmental history, researchers must search for methods that will assist i
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