Lineamenti di filosofia dell'azione / Bruno Brunello

• Record Nr.: UNISA990001370460203316
• Autore: BRUNELLO, Bruno
• Pubbl/distr/stampa: Modena : Società tip. modenese, 1938
• Descrizione fisica: XI, 102 p. ; 25 cm
• Collocazione: II.1.D. 3749(VI-C-2287)
• Lingua di pubblicazione: Italiano
• Formato: Materiale a stampa
• Livello bibliografico: Monografia

Mathematics education and language [[electronic resource] ] : interpreting hermeneutics and post-structuralism / / by Tony Brown

• Record Nr.: UNINA9910780038403321
• Autore: Brown Tony <1946->
• Pubbl/distr/stampa: Dordrecht ; ; Boston, : Kluwer Academic Publishers, c1997
• ISBN: 1-280-20762-0; 9780306472139; 9786610207626; 0-306-47213-9
• Edizione: [1st ed. 2002.]
• Descrizione fisica: 1 online resource (281 p.)
• Collana: Mathematics education library ; ; v. 20
• Disciplina: 510/.71
• Soggetti: Mathematics - Study and teaching; Language and education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. [244]-257) and indexes.
• Nota di contenuto: Short Review of Recent Research -- Experiencing Mathematics -- Hermeneutics and Mathematics Education -- The Production of Mathematical Meaning: A Post-Structuralist Perspective -- Sharing Mathematical Perspectives -- The Classroom Environment -- Some ; Lessons -- The Phenomenology of the Mathematics Classroom -- The Teacher’s Perspective -- Teacher-Student Interactions -- Developing Teacher Practice -- Conclusion -- Conclusion.
• Sommario/riassunto: `Contemporary thinking on philosophy and the social sciences has been dominated by analyses that emphasise the importance of language in understanding societies and individuals functioning within them; important developments which have been under-utilised by researchers in mathematics education. This book reaches out to contemporary work in these broader fields; drawing on original sources in key areas such as Gadamer and Ricoeur's development of hermeneutics, Habermas' work in critical social theory, Schutz's social phenomenology, Saussure's linguistics and the post-structuralist analysis of Derrida, Foucault and Barthes. Through examining the writings of these major thinkers it is shown how language is necessarily instrumental in developing mathematical understanding; but a language that is in a permanent state of becoming, resisting stable connections to the ideas it locates. The analysis offered extends from children doing mathematics to teachers inspecting and developing their own professional practices.'.