LEADER 04268nam 22006855 450 001 9910460209403321 005 20240416155257.0 010 $a9789462096530 010 $a9462096538 024 7 $a10.1007/978-94-6209-653-0 035 $a(CKB)3710000000262438 035 $a(EBL)1973801 035 $a(OCoLC)894511602 035 $a(SSID)ssj0001386494 035 $a(PQKBManifestationID)11759734 035 $a(PQKBTitleCode)TC0001386494 035 $a(PQKBWorkID)11374349 035 $a(PQKB)10542892 035 $a(MiAaPQ)EBC3035007 035 $a(DE-He213)978-94-6209-653-0 035 $a(nllekb)BRILL9789462096530 035 $a(MiAaPQ)EBC1973801 035 $a(Au-PeEL)EBL3035007 035 $a(CaPaEBR)ebr10954925 035 $a(CaONFJC)MIL764179 035 $a(Au-PeEL)EBL1973801 035 $a(CaPaEBR)ebr11286891 035 $a(PPN)183090586 035 $a(EXLCZ)993710000000262438 100 $a20141104d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aForegrounds $eOpaque Stories about Learning /$fby Ole Skovsmose 205 $a1st ed. 2014. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2014. 215 $a1 online resource (127 p.) 300 $aDescription based upon print version of record. 311 08$a9789462096523 311 08$a946209652X 311 08$a9789462096516 311 08$a9462096511 320 $aIncludes bibliographical references and indexes. 327 $aPreliminary Material -- Introduction -- Where our stories begin -- Students -- Intentionalities and life-worlds -- Real-life intentionalities and real-life worlds -- Students? intentions-in-learning and foregrounds-for-learning -- Opaque stories -- References -- Name index -- Subject index. 330 $a"Foregrounds contributes to the development of theories of learning, in particular to theories of learning mathematics. It is relevant to students, student teachers, and researchers in the field of education as well as in mathematics education. Foregrounds contains six parts. Part I provides a summary of the notion of foreground as it has developed since the author introduced the idea in Towards a Philosophy of Critical Mathematics Education. In Part II, the reader meets some students who tell us about their neighbourhood, about drug dealing, violence, and about playing football. They tell us about their teachers, about mathematics, and about what they would like their teachers to do. They tell us about their hopes, expectations, and frustrations. Part III presents the notions of intentionality and life-world as developed by Brentano and Husserl. However, in Part IV the author provides a radical reinterpretation of these two notions. He describes ?real-life intentionalities? and ?real-life worlds? as profoundly structured by a range of social factors. Part V is composed as a meeting between, on the one hand, the students and their experiences as presented in Part II, and on the other hand these notions of ?real-life intentionalities? and ?real-life worlds?. Through this meeting the author develops further the notion of foreground. The concluding part (Part VI) brings more examples as illustrations. Ole Skovsmose has a special interest in critical mathematics education. He has investigated the landscape of investigation, students? experience of meaning, project work, mathematics education and democracy, mathematics in action, and mathematics and power. He has published more than 20 books in Danish, English and Portuguese as well as a huge number of articles. Sense has published the following books by Ole Skovsmose: Travelling through Education, In Doubt, An Invitation to Critical Mathematics Education, and Opening the Cage: Critique and Politics ofMathematics Education, which is edited together with Brian Greer.". 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a510.71 700 $aSkovsmose$b Ole$0879206 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460209403321 996 $aForegrounds$92468877 997 $aUNINA