03943nam 2200709 a 450 991079080600332120200520144314.094-6091-920-094-6091-921-910.1007/978-94-6091-921-3(CKB)2550000001170569(EBL)3034776(SSID)ssj0000878441(PQKBManifestationID)11469124(PQKBTitleCode)TC0000878441(PQKBWorkID)10836154(PQKB)10296918(DE-He213)978-94-6091-921-3(MiAaPQ)EBC3034776(OCoLC)824118051(nllekb)BRILL9789460919213(MiAaPQ)EBC1106410(Au-PeEL)EBL3034776(CaPaEBR)ebr10643116(CaONFJC)MIL425813(OCoLC)923694058(Au-PeEL)EBL1106410(PPN)168343029(EXLCZ)99255000000117056920130115d2012 uy 0engur||||||||txtccrAlternative forms of knowing (in) mathematics[electronic resource] celebrations of diversity of mathematical practices /edited by Swapna Mukhopadhyay and Wolff-Michael Roth1st ed. 2012.Rotterdam Sense Publishers20121 online resource (320 pages)New Directions in Mathematics and Science Education ;v.24New directions in mathematics and science education ;v. 24Description based upon print version of record.94-6091-919-7 1-283-94563-0 Includes bibliographical references.pt. I. Mathematics and politics of knowledge -- pt. II. Ethnomathematics -- pt. III. Learning to see mathematically -- pt. IV. Mathematics education for social justice.This book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social, and political contexts, the purpose of these lectures was to provide a public intellectual space to interrogate conceptions of mathematics and mathematics education, particularly by looking at mathematical practices that are not considered relevant to mainstream mathematics education. One of the main thrusts was to contemplate the fundamental question of whose mathematics is to be valorized in a multicultural world, a world in which, as Paolo Freire said, “The intellectual activity of those without power is always characterized asnon-intellectual”. To date, nineteen scholars (including the second editor) have participated in the series. All of the lectures have been streamed for global dissemination at:http://www.media.pdx.edu/dlcmedia/events/AFK/. Most of the speakers contributed a chapter to this book, based either on their original talk or on a related topic. The book is divided into four sections dealing with: • Mathematics and the politics of knowledge • Ethnomathematics • Learning to see mathematically • Mathematics education for social justice.New Directions in Mathematics and Science Education ;24MathematicsStudy and teachingMathematicsStudy and teachingUnited StatesMathematicsStudy and teaching.MathematicsStudy and teaching370Mukhopadhyay Swapna1515446Roth Wolff-Michael305220MiAaPQMiAaPQMiAaPQBOOK9910790806003321Alternative forms of knowing (in) mathematics3853434UNINA