Show simple item record  

dc.contributor.authorBrown, Tony
dc.date.accessioned2012-04-24T03:36:42Z
dc.date.available2012-04-24T03:36:42Z
dc.date.issued2003
dc.identifier.citationBrown, T. (2003). Making mathematics inclusive: interpreting the meaning of classroom activity. Waikato Journal of Education, 9, 113-128.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6250
dc.description.abstractThe article discusses the view of the author on using hermeneutics. According to the author, hermeneutics is the theory of interpretation which is categorized in forms including conservative hermeneutics, moderate hermeneutics, and radical hermeneutics. The author also mentions that teachers must be provided with support and training that will enable them to make judgments.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.php/WJEen_NZ
dc.rights© 2003 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectteachingen_NZ
dc.subjecthermeneuticsen_NZ
dc.subjectinterpretationen_NZ
dc.subjectconservatismen_NZ
dc.subjectradicalismen_NZ
dc.subjectjudgmentsen_NZ
dc.titleMaking mathematics inclusive: interpreting the meaning of classroom activity.en_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page113en_NZ
pubs.elements-id29502
pubs.end-page128en_NZ
pubs.volume9en_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record