A Conversation with Zoltan P. Dienes

Autor/inn/en	Sriraman, Bharath; Lesh, Richard
Titel	A Conversation with Zoltan P. Dienes
Quelle	In: Mathematical Thinking & Learning: An International Journal, 9 (2007) 1, S.59-75 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1207/s15327833mtl0901_5
Schlagwörter	Foreign Countries; Numbers; Number Concepts; Manipulative Materials; Constructivism (Learning); Mathematics Education; Algebra; Mathematical Concepts; Mathematics Instruction; Teaching Methods; Learning Theories; Cooperative Learning; Democratic Values; Cognitive Processes; Australia; Brazil; Canada; Guinea; Italy; Papua New Guinea; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Zahlenraum; Number concept; Zahlbegriff; Hilfsmittel; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Kooperatives Lernen; Cognitive process; Kognitiver Prozess; Australien; Brasilien; Kanada; Italien; Papua-New Guinea; Papua-Neuguinea; Großbritannien; USA
Abstract	The name of Zoltan P. Dienes (1916- ) stands with those of Jean Piaget, Jerome Bruner, Edward Begle, and Robert Davis as a legendary figure whose work left a lasting impression on the field of mathematics education. Dienes' name is synonymous with the multibase blocks that he invented for the teaching of place value. Among numerous other things, he also is the inventor of algebraic materials and logic blocks, which sowed the seeds of contemporary uses of manipulative materials in instruction. Dienes' place is unique in the field of mathematics education not only because of his theories on how mathematical structures can be effectively taught from the early grades onwards using manipulatives, games, stories, and dance (e.g., Dienes, 1973, 1987), but also because of his tireless attempts for over 50 years to inform school practice through his fieldwork in the United Kingdom, Italy, Australia, Brazil, Canada, Papua New Guinea, and the United States. Dienes' theories on the learning of mathematics have influenced many generations of mathematics education researchers, particularly those involved in the Rational Number Project (http://education.umn.edu/rationalnumberproject/), and more recently those working in the models and modeling area of research. Dienes championed the use of collaborative group work and concrete materials, as well as goals such as democratic access to the process of mathematical thinking, long before the words constructivism, equity, and democratization became fashionable. In this rare interview, Dienes (see Figure 1) reflects on his life, his work, the role of context, language, and technology in mathematics teaching and learning today, and on the nature of mathematics itself. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10