LEADER 00749nam a2200217 i 4500 001 991004308237607536 005 20240326094430.0 008 240214s2022 sp 001 0 spa 020 $a9788437606934 040 $aBibl. Dip.le Aggr. Studi Umanistici - Sez. Lingue$bita 080 $a860 245 00$aAmadís de Gaula /$cGarci Rodríguez de Montalvo ; edición de Juan Manuel Cacho Blecua 250 $a14 ed. 260 $aMadrid :$bCátedra,$c2022 300 $a2 v. ;$c18 cm. 490 1 $aLetras hispánicas ;$v255-256 700 1 $aRodríguez de Montalvo, Garci$eauthor$4http://id.loc.gov/vocabulary/relators/aut$0423885 700 1 $aCacho, Juan Manuel 912 $a991004308237607536 996 $aAmadís de Gaula$9476192 997 $aUNISALENTO LEADER 04034nam 22006855 450 001 9910468247903321 005 20251113175523.0 010 $a9783030551001 010 $a3030551008 024 7 $a10.1007/978-3-030-55100-1 035 $a(CKB)4100000011491462 035 $a(MiAaPQ)EBC6369393 035 $a(DE-He213)978-3-030-55100-1 035 $a(MiAaPQ)EBC6367883 035 $a(MiAaPQ)EBC29090485 035 $a(EXLCZ)994100000011491462 100 $a20201005d2020 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 12$aA Contemporary Theory of Mathematics Education Research /$fby Tony Brown 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (XXI, 151 p. 15 illus., 11 illus. in color.) 311 08$a9783030550998 311 08$a3030550990 327 $aIntroduction -- Reason to believe in mathematics -- The social packaging of mathematical learning in schools -- The ideology of mastering the curriculum (with Peter Pawlik) -- The social administration of mathematics subject knowledge through teacher education -- The point of my own teaching -- Rethinking objectivity and subjectivity -- Subjectivity and cultural adjustment: a response to socio-culturalism -- The evolution of mathematics. 330 $aThis book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education. In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world has of itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme. The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology. 606 $aMathematics$xStudy and teaching  606 $aSocial sciences$xPhilosophy 606 $aLearning, Psychology of 606 $aEducational psychology 606 $aEducational sociology 606 $aMathematics Education 606 $aSocial Theory 606 $aInstructional Psychology 606 $aEducational Psychology 606 $aSociology of Education 615 0$aMathematics$xStudy and teaching . 615 0$aSocial sciences$xPhilosophy. 615 0$aLearning, Psychology of. 615 0$aEducational psychology. 615 0$aEducational sociology. 615 14$aMathematics Education. 615 24$aSocial Theory. 615 24$aInstructional Psychology. 615 24$aEducational Psychology. 615 24$aSociology of Education. 676 $a510.71 676 $a510.71 700 $aBrown$b Tony$0879155 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910468247903321 996 $aA contemporary theory of mathematics education research$92036144 997 $aUNINA