LEADER 03982oam 2200481 450 001 9910484591503321 005 20210601221742.0 010 $a3-030-59177-8 024 7 $a10.1007/978-3-030-59177-9 035 $a(CKB)4100000011645249 035 $a(DE-He213)978-3-030-59177-9 035 $a(MiAaPQ)EBC6424312 035 $a(PPN)252516605 035 $a(EXLCZ)994100000011645249 100 $a20210601d2020 uy 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aMathematics (Education) in the Information Age /$fedited by Stacy A. Costa, Marcel Danesi, and Dragana Martinovic 205 $a1st ed. 2020. 210 1$aCham, Switzerland :$cSpringer,$d[2020] 210 4$d©2020 215 $a1 online resource (X, 226 p. 71 illus., 8 illus. in color.) 225 1 $aMathematics in Mind,$x2522-5405 311 $a3-030-59176-X 327 $a1. The Information Age, Mathematics, and Mathematics Education (S. Costa, M. Danesi, D. Martinovic) -- 2. An Unsupervised Approach to User Characterization in Online Learning and Social Platforms (D. Vilenchik) -- 3. Argumentation is Elementary: The Case for Teaching Argumentation in Elementary Mathematics Classrooms (K. Marks Krpan, G. Shambu) -- 4. Subverting Stereotypes: Visual Rhetoric in the #SheCanSTEM Campaign (D. Danuser) -- 5, Graphical Literacy, Graphicacy, and STEM Subjects (S. Costa) -- 6. Mathematics, Statistics, and Sports (F. Nuessel) -- 7. Travels with Epsilon in Sign and Space (L.H. Kauffman) -- 8. Experimental Mathematics: Overview and Pedagogical Implications (M. Danesi) -- 9. Why the Basics Still Matter: The Cost of Using a Machine to Do Mathematics (S. Gollish) -- 10. Syntonic Appropriation for Growth in Mathematical Understanding: An Argument for Curated Robotics Experiences (K. Francis, S. Khan) -- 11. Why Do Mathematicians Need Diagrams? Peirce's Existential Graphs and the Idea of Immanent Visuality (V. Kiryushenko) -- 12. Procedural Steps, Conceptual Steps, and Critical Discernments: A Necessary Evolution of School Mathematics in the Information Age (M. Metz, B. Davis) -- 13. If One Can Read and Write Then One Can Also Do Mathematics (R.K. Logan). . 330 $aThis book brings together ideas from experts in cognitive science, mathematics, and mathematics education to discuss these issues and to present research on how mathematics and its learning and teaching are evolving in the Information Age. Given the ever-broadening trends in Artificial Intelligence and the processing of information generally, the aim is to assess their implications for how math is evolving and how math should now be taught to a generation that has been reared in the Information Age. It will also look at the ever-spreading assumption that human intelligence may not be unique?an idea that dovetails with current philosophies of mind such as posthumanism and transhumanism. The role of technology in human evolution has become critical in the contemporary world. Therefore, a subgoal of this book is to illuminate how humans now use their sophisticated technologies to chart cognitive and social progress. Given the interdisciplinary nature of the chapters, this will be of interest to all kinds of readers, from mathematicians themselves working increasingly with computer scientists, to cognitive scientists who carry out research on mathematics cognition and teachers of mathematics in a classroom. 410 0$aMathematics in Mind,$x2522-5405 606 $aMathematics$xStudy and teaching 615 0$aMathematics$xStudy and teaching. 676 $a510.71 702 $aMartinovic$b Dragana 702 $aCosta$b Stacy A. 702 $aDanesi$b Marcel$f1946- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910484591503321 996 $aMathematics (Education) in the Information Age$92547772 997 $aUNINA