Windows on Mathematical Meanings

Learning Cultures and Computers

  • Richard Noss
  • Celia Hoyles

Part of the Mathematics Education Library book series (MELI, volume 17)

Table of contents

  1. Front Matter
    Pages i-xi
  2. Richard Noss, Celia Hoyles
    Pages 1-11
  3. Richard Noss, Celia Hoyles
    Pages 12-51
  4. Richard Noss, Celia Hoyles
    Pages 52-73
  5. Richard Noss, Celia Hoyles
    Pages 74-104
  6. Richard Noss, Celia Hoyles
    Pages 105-133
  7. Richard Noss, Celia Hoyles
    Pages 134-155
  8. Richard Noss, Celia Hoyles
    Pages 156-183
  9. Richard Noss, Celia Hoyles
    Pages 184-202
  10. Richard Noss, Celia Hoyles
    Pages 203-225
  11. Richard Noss, Celia Hoyles
    Pages 226-258
  12. Back Matter
    Pages 259-278

About this book


This book is the culmination of some ten years' theoretical and empirical investigation. Throughout this period, we have come into contact with many who have stimulated our thinking, some of whom belong to the community of Mathematics Educators. Our membership of that community has challenged us to make sense of some deep issues related to mathematical learning, especially the cognitive and pedagogical faces of mathematical meaning­ making. Alongside this community, we are privileged to have been part of another, whose members are centrally concerned both with mathematics and educa­ tion. Yet many of them might reject the label of Mathematics Educators. This community has historically been clustered around what is now called the Epistemology and Learning Group at the Massachusetts Institute of Technol­ ogy. Their work has focused our attention on cognitive science, ethnography, sociology, artificial intelligence and other related disciplines. Crucially, it has forced our awareness of the construction of computational settings as a crucial component of the struggle to understand how mathematical learning happens. We have sometimes felt that few have tried to span both communities. Indeed, an analysis of the references in the literature would, we are sure, reveal that the two communities have often ignored each other's strengths. One reason for writing this book is born of our hope that we might draw together Mathematics Educators and mathematics educators, and assist both communities in recognising that there are insights that might be derived from each other.


Abstract Action Mathematica artificial intelligence awareness cluster computer culture education ethnography intelligence knowledge learning mathematics science

Authors and affiliations

  • Richard Noss
    • 1
  • Celia Hoyles
    • 1
  1. 1.University of LondonUK

Bibliographic information

  • DOI
  • Copyright Information Springer Science+Business Media B.V. 1996
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-4074-4
  • Online ISBN 978-94-009-1696-8
  • Buy this book on publisher's site