00994nam--2200349---450-99000137046020331620051003155248.0000137046USA01000137046(ALEPH)000137046USA0100013704620040126d1938----km-y0itay0103----baitaIT||||||||001yyLineamenti di filosofia dell'azioneBruno BrunelloModenaSocietà tip. modenese1938XI, 102 p.25 cm20012001001-------2001BRUNELLO,Bruno121265ITsalbcISBD990001370460203316II.1.D. 3749(VI-C-2287)43319 L.M.VI-CBKUMASIAV71020040126USA011805PATRY9020040406USA011737COPAT19020051003USA011552Lineamenti di filosofia dell'azione931970UNISA03435nam 2200637 a 450 991078003840332120200520144314.01-280-20762-0978030647213997866102076260-306-47213-910.1007/0-306-47213-9(CKB)111056486602296(EBL)3035372(SSID)ssj0000199237(PQKBManifestationID)11169249(PQKBTitleCode)TC0000199237(PQKBWorkID)10185166(PQKB)10949399(DE-He213)978-0-306-47213-8(Au-PeEL)EBL3035372(CaPaEBR)ebr10046997(CaONFJC)MIL20762(OCoLC)923695718(MiAaPQ)EBC3035372(EXLCZ)9911105648660229619970321d1997 uy 0engurnn|008mamaatxtccrMathematics education and language[electronic resource] interpreting hermeneutics and post-structuralism /by Tony Brown1st ed. 2002.Dordrecht ;Boston Kluwer Academic Publishersc19971 online resource (281 p.)Mathematics education library ;v. 20Description based upon print version of record.0-7923-4554-1 Includes bibliographical references (p. [244]-257) and indexes.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.`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.'.Mathematics education library ;v. 20.MathematicsStudy and teachingLanguage and educationMathematicsStudy and teaching.Language and education.510/.71Brown Tony1946-879155MiAaPQMiAaPQMiAaPQBOOK9910780038403321Mathematics education and language3776625UNINA00986nam0 22002531i 450 UON0001255320231205101940.4301-952099-2-320020107d1994 |0itac50 baengUS|||| 1||||WORLD Development Report 1994Infrastructure for DevelopmentThe World Bank OxfordOxford University Press1994 x254 p.ill. ; 27 cmGBOxfordUONL000029GEO XXIIWorld Bank BooksAWorld BankWashingtonUONV008978Oxford University PressUONV245947650ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00012553SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI geo Dip.Sc.Soc. 003 SI SA 76859 6 003 SmarritoWorld Development Report 1994394566UNIOR