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101 0 $aeng
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
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200 10$aRigorous mathematical thinking $econceptual formation in the mathematics classroom /$fJames T. Kinard, Sr., Alex Kozulin$b[electronic resource]
210  1$aCambridge :$cCambridge University Press,$d2008.
215   $a1 online resource (v, 209 pages) $cdigital, PDF file(s)
300   $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015).
311   $a0-521-70026-4 
311   $a0-521-87685-0 
320   $aIncludes bibliographical references and index.
327   $aCulture of mathematics -- Goals and objectives of mathematics education -- Vygotsky's sociocultural theory and mathematics learning -- Mediated learning and cognitive functions -- Mathematical concept formation and cognitive tools -- RMT application, assessment, and evaluation.
330   $aThis book demonstrates how rigorous mathematical thinking can be fostered through the development of students' cognitive tools and operations. This approach seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children's cognitive functions cannot be viewed as following a natural maturational path: they should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches  - Vygotsky's theory of psychological tools and Feuerstein's concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by the students with a history of educational failure who were considered hopeless underachievers.
606   $aMathematics$xStudy and teaching
606   $aMathematics$xPsychological aspects
615  0$aMathematics$xStudy and teaching.
615  0$aMathematics$xPsychological aspects.
676   $a510.71
700   $aKinard$b James T.$f1943-$01563205
702   $aKozulin$b Alex
801  0$bUkCbUP
801  1$bUkCbUP
906   $aBOOK
912   $a9910782288703321
996   $aRigorous mathematical thinking$93831413
997   $aUNINA