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A Dance of Instruction with Construction in Mathematics Education

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Early Mathematics Learning

Abstract

As the field of mathematics education research matures, the examples proliferate of the dual nature of learning as an individual construction and as a social endeavor guided by instruction. I call this interaction of individual volition and social engagement the dance of instruction with construction, and in this introductory Chap. I discuss some of the implications and give a few examples of this dance and its significance.

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Author information

Authors and Affiliations

  1. Illinois State University, Illinois, USA

    Norma Presmeg

Authors
  1. Norma Presmeg
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Correspondence to Norma Presmeg .

Editor information

Editors and Affiliations

  1. Institut für Mathematik, Martin-Luther-Univ Halle-Wittenberg, Halle, Germany

    Ulrich Kortenkamp

  2. Inst. für Schulpädaogik und Grundschuldidaktik, Martin-Luther-Universität Halle-Wittenberg, Halle (Salle), Germany

    Birgit Brandt

  3. Pädagogische Hochschule Karlsruhe, Institut für Mathematik und Informatik, Karlsruhe, Germany

    Christiane Benz

  4. FB 12 Informatik und Mathematik, Goethe Universität Frankfurt am Main FB 12 Informatik und Mathematik, Frankfurt am Maim, Germany

    Götz Krummheuer

  5. Fachrichtung 6.1 Mathematik, Universität des Sarlandes, Sarbrücken, Germany

    Silke Ladel

  6. FB 12 Informatik und Mathematik, Goethe Universität Frankfurt am Main, Frankfurt, Germany

    Rose Vogel

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Presmeg, N. (2014). A Dance of Instruction with Construction in Mathematics Education. In: Kortenkamp, U., Brandt, B., Benz, C., Krummheuer, G., Ladel, S., Vogel, R. (eds) Early Mathematics Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4678-1_2

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