02904nam 2200661Ia 450 991081709570332120200520144314.01-135-71002-397866104061801-135-71003-11-280-40618-60-203-48687-00-203-22201-610.4324/9780203486870 (CKB)111056486528942(SSID)ssj0000247984(PQKBManifestationID)11194398(PQKBTitleCode)TC0000247984(PQKBWorkID)10200402(PQKB)10345726(MiAaPQ)EBC167272(Au-PeEL)EBL167272(CaPaEBR)ebr10055915(CaONFJC)MIL40618(OCoLC)437077041(OCoLC)52155593(EXLCZ)9911105648652894219971217d1998 uy 0engurcn|||||||||txtccrThe sociology of mathematics education mathematical myths/pedagogic texts /Paul Dowling1st ed.London Falmer1998xv, 335 p. ill., facsimsStudies in mathematics education ;7Bibliographic Level Mode of Issuance: Monograph0-7507-0791-7 0-7507-0792-5 Includes bibliography: p. 306-325 and index.Book Cover -- Title -- Copyright -- Contents.Until the 1960s, maths was studied as an academic subject in a desire to have more mathematicians. The current trend, however, has moved away from viewing maths as a purely intellectual endeavour and towards developing a more mathematically competent workforce and citizenry. This trend has seen a large increase in the number of maths schemes being produced by the major educational publishers, which attempt to make maths easier and more approachable by using language instead of symbols. So why do so many children still fail at maths? The author contends that to understand this, teachers need to analyze and evaluate the maths textbooks they are currently using. The author shows the reader how to systematically analyze and evaluate these textbooks. This interrogation of classroom resources, should have important implications for teaching strategies and for textbook design and use.Studies in mathematics education ;7.MathematicsStudy and teaching (Secondary)Great BritainMathematicsPhilosophyMathematicsStudy and teaching (Secondary)MathematicsPhilosophy.510.71242Dowling Paul1619225MiAaPQMiAaPQMiAaPQBOOK9910817095703321The sociology of mathematics education3951355UNINA