LEADER 03058nam 2200385 450 001 9910637693503321 005 20230517214804.0 024 7 $a10.16993/bcc 035 $a(CKB)5860000000282529 035 $a(NjHacI)995860000000282529 035 $a(EXLCZ)995860000000282529 100 $a20230517d2022 uy 0 101 0 $aswe 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aMatematikundervisningens sociopolitiska utmaningar /$fredakto?rer Paola Valero [and three others] 210 1$aStockholm, Sweden :$cStockholm University Press,$d2022. 215 $a1 online resource (352 pages) 225 0 $aStockholm studies in mathematics and science education 311 $a91-7635-201-3 330 $aToday's mathematics education has an impact even outside the confines of the classroom, not least through the relevance of mathematics in culture, economics, politics and in relation to power. Sociopolitical perspectives in mathematics didactic research provide insights into how education in mathematics is social and political. Research based on these perspectives suggests both critical questioning and not-yet-imagined possibilities for content, teaching, policy and further research. This book introduces, for a larger Swedish audience, the research orientations and strategies that sociopolitical perspectives have to offer. In the book, this is illustrated in several ways. The chapters describe current research on the socio-political challenges of mathematics education in several different contexts, e.g. classrooms, after-school programs, curricula, mathematics teacher education and even mathematics education research. In this way, perspectives are broadened to groups of people, institutions and forces, which constitute a network of mathematics education practice. The chapters present different philosophical and empirical studies, based on theoretical tools from philosophy, social science and cultural studies, critical studies of education and socio-cultural-political studies of mathematics education. Methodological and analytical strategies such as text and discourse analysis and case studies of practice are used. In this way, opportunities to research mathematics education based on socio-political perspectives are illustrated. The chapters use various writing styles which invite the reader into the world of research. Thus, the reader will encounter different ways of thinking about the role of mathematics education in the creation of modern Swedish society. 606 $aMathematics$xStudy and teaching$xEvaluation 606 $aMathematics$xStudy and teaching$xResearch 615 0$aMathematics$xStudy and teaching$xEvaluation. 615 0$aMathematics$xStudy and teaching$xResearch. 676 $a510.71 702 $aValero$b Paola 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910637693503321 996 $aMatematikundervisningens sociopolitiska utmaningar$92999076 997 $aUNINA LEADER 01067nam0 22002531i 450 001 UON00030999 005 20231205102101.105 100 $a20020107d1975 |0itac50 ba 101 $afre 102 $aFR 105 $a|||| 1|||| 200 1 $aVie et institutions du peuple grec sous la domination ottomane$fAlexandre Embiricos 210 $aParis$cLa pensée universelle$d1975 284 p. ; 22 cm 606 $aImpero Ottomano$xStoria$xDominazione della Grecia$3UONC009470$2FI 620 $aFR$dParis$3UONL002984 686 $aOTT IV$cIMPERO OTTOMANO - STORIA$2A 700 1$aEMBIRICOS$bAlexandre$3UONV020651$0187876 712 $aLa Pens‚e Universelle$3UONV247728$4650 801 $aIT$bSOL$c20250919$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00030999 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI OTT IV 036 $eSI SA 2969 5 036 996 $aVie et institutions du peuple grec sous la domination ottomane$91190600 997 $aUNIOR