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A team of researchers centred at the University of Melbourne, each with particular areas of expertise, contributed their analyses of a shared collection of videotape, interview, and documentary data. The result is a variegated picture of science and mathematics classrooms that challenges a research tradition that converges on the truth. In this book, we surround you with different images of the classroom. It is hoped that some will address issues of interest, some will confirm beliefs you have long held, some will challenge these same beliefs, and some may surprise you. The resulting account should appeal to educational researchers, research students, and practitioners with an interest in optimising the effectiveness of classrooms as environments for learning.

Mathematics --- Science --- Study and teaching. --- Mathematics. --- Mathematics Education. --- Science Education. --- Learning & Instruction. --- Mathematics—Study and teaching . --- Science education. --- Learning. --- Instruction. --- Learning process --- Comprehension --- Education --- Science education --- Scientific education

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This book confronts the issue of how young people can find a way into the world of algebra. The contributions represent multiple perspectives which include an analysis of situations in which algebra is an efficient problem-solving tool, the use of computer-based technologies, and a consideration of the historical evolution of algebra. The book emphasises the situated nature of algebraic activity as opposed to being concerned with identifying students' conceptions in isolation from problem-solving activity. The chapters emerged from a working group of the International Group for the Psychology of Mathematics Education. The authors are drawn from an international community and the work highlights the differences in school algebra around the world. The group invited Nicolas Balacheff to write a provocative postscript and he suggests that `there is no possible entrance to the world of algebra without a strong push or guidance from the teacher, because there is no natural passage from the problématique accessible from the child's world to the mathematical problématique'.

Algebra --- Algèbre --- Study and teaching. --- Etude et enseignement --- 512 --- 51:37 --- Mathematics-:-Opvoeding en onderwijs --(algemeen) --- 51:37 Mathematics-:-Opvoeding en onderwijs --(algemeen) --- 512 Algebra --- Study and teaching --- Mathematics. --- Artificial intelligence. --- Mathematics Education. --- Learning & Instruction. --- Artificial Intelligence. --- History of Mathematical Sciences. --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- History. --- Annals --- Auxiliary sciences of history --- Math --- Science --- AI (Artificial intelligence) --- Artificial thinking --- Electronic brains --- Intellectronics --- Intelligence, Artificial --- Intelligent machines --- Machine intelligence --- Thinking, Artificial --- Bionics --- Cognitive science --- Digital computer simulation --- Electronic data processing --- Logic machines --- Machine theory --- Self-organizing systems --- Simulation methods --- Fifth generation computers --- Neural computers --- Learning process --- Comprehension --- Education