LEADER 03943nam 2200709 a 450 001 9910790806003321 005 20200520144314.0 010 $a94-6091-920-0 010 $a94-6091-921-9 024 7 $a10.1007/978-94-6091-921-3 035 $a(CKB)2550000001170569 035 $a(EBL)3034776 035 $a(SSID)ssj0000878441 035 $a(PQKBManifestationID)11469124 035 $a(PQKBTitleCode)TC0000878441 035 $a(PQKBWorkID)10836154 035 $a(PQKB)10296918 035 $a(DE-He213)978-94-6091-921-3 035 $a(MiAaPQ)EBC3034776 035 $a(OCoLC)824118051 035 $a(nllekb)BRILL9789460919213 035 $a(MiAaPQ)EBC1106410 035 $a(Au-PeEL)EBL3034776 035 $a(CaPaEBR)ebr10643116 035 $a(CaONFJC)MIL425813 035 $a(OCoLC)923694058 035 $a(Au-PeEL)EBL1106410 035 $a(PPN)168343029 035 $a(EXLCZ)992550000001170569 100 $a20130115d2012 uy 0 101 0 $aeng 135 $aur|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAlternative forms of knowing (in) mathematics$b[electronic resource] $ecelebrations of diversity of mathematical practices /$fedited by Swapna Mukhopadhyay and Wolff-Michael Roth 205 $a1st ed. 2012. 210 $aRotterdam $cSense Publishers$d2012 215 $a1 online resource (320 pages) 225 1 $aNew Directions in Mathematics and Science Education ;$vv.24 225 0$aNew directions in mathematics and science education ;$vv. 24 300 $aDescription based upon print version of record. 311 $a94-6091-919-7 311 $a1-283-94563-0 320 $aIncludes bibliographical references. 327 $apt. I. Mathematics and politics of knowledge -- pt. II. Ethnomathematics -- pt. III. Learning to see mathematically -- pt. IV. Mathematics education for social justice. 330 $aThis book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social, and political contexts, the purpose of these lectures was to provide a public intellectual space to interrogate conceptions of mathematics and mathematics education, particularly by looking at mathematical practices that are not considered relevant to mainstream mathematics education. One of the main thrusts was to contemplate the fundamental question of whose mathematics is to be valorized in a multicultural world, a world in which, as Paolo Freire said, ?The intellectual activity of those without power is always characterized asnon-intellectual?. To date, nineteen scholars (including the second editor) have participated in the series. All of the lectures have been streamed for global dissemination at:http://www.media.pdx.edu/dlcmedia/events/AFK/. Most of the speakers contributed a chapter to this book, based either on their original talk or on a related topic. The book is divided into four sections dealing with: ? Mathematics and the politics of knowledge ? Ethnomathematics ? Learning to see mathematically ? Mathematics education for social justice. 410 0$aNew Directions in Mathematics and Science Education ;$v24 606 $aMathematics$xStudy and teaching 606 $aMathematics$xStudy and teaching$zUnited States 615 0$aMathematics$xStudy and teaching. 615 0$aMathematics$xStudy and teaching 676 $a370 701 $aMukhopadhyay$b Swapna$01515446 701 $aRoth$b Wolff-Michael$0305220 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790806003321 996 $aAlternative forms of knowing (in) mathematics$93853434 997 $aUNINA