LEADER 01096nam a2200301 i 4500 001 991001247449707536 005 20020507185938.0 008 940525s1984 ||| ||| | eng 020 $a3540133410 035 $ab10821090-39ule_inst 035 $aLE01309312$9ExL 040 $aDip.to Matematica$beng 084 $aAMS 60-06 084 $aAMS 60-XX 100 1 $aHeyer, Herbert$047694 245 10$aProbability measures on groups VII :$bproc. of conf. held in Oberwolfach, 24-30, April 1983 250 $aed. H. Heyer 260 $aBerlin :$bSpringer-Verlag,$c1984 300 $ax, 588 p. ;$c24 cm. 490 0 $aLecture notes in mathematics,$x0075-8434 ;$v1064 650 4$aProbability measures on groups 650 4$aProbability theory$xCongresses 907 $a.b10821090$b23-02-17$c28-06-02 912 $a991001247449707536 945 $aLE013 60-XX HEY13 (1984)$g1$i2013000040479$lle013$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i1092811x$z28-06-02 996 $aProbability measures on groups VII$9924355 997 $aUNISALENTO 998 $ale013$b01-01-94$cm$da $e-$feng$gxx $h0$i1 LEADER 04979nam 2200613 a 450 001 9910966348103321 005 20251116141423.0 010 $a0-7914-9511-6 010 $a0-585-04566-6 035 $a(CKB)111000211282692 035 $a(SSID)ssj0000224459 035 $a(PQKBManifestationID)11186140 035 $a(PQKBTitleCode)TC0000224459 035 $a(PQKBWorkID)10207422 035 $a(PQKB)10017532 035 $a(MiAaPQ)EBC3406898 035 $a(Au-PeEL)EBL3406898 035 $a(CaPaEBR)ebr10018779 035 $a(OCoLC)42854948 035 $a(BIP)76148065 035 $a(BIP)1261206 035 $a(EXLCZ)99111000211282692 100 $a19941123d1995 ub 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPopular culture, educational discourse, and mathematics /$fPeter M. Appelbaum 205 $a1st ed. 210 $aAlbany $cState University of New York Press$dc1995 215 $aviii, 309 p 225 1 $aSUNY series, education and culture 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-7914-2269-0 320 $aIncludes bibliographical references (p. [267]-298) and index. 327 $aIntro -- Contents -- Acknowledgments -- 0. Introduction -- Opening -- Why is this Chapter 0? -- The Prospectus -- Mass Culture and Critical Pedagogy -- Introduction -- Power! -- Reading Popular Culture -- 1. The Best Teacher in America -- Everything Depends on the Teacher -- The Teacher as Myth -- Teacher as Signifier -- Teacher as Hero -- Escalante: The Best Teacher in America -- Unraveling the Myth -- Mathematics Teacher -- Why Does Everything Depend on the Teacher? -- 2. Ezekiel Saw the Wheel: Problem Solving on and off TV -- The Opposition of Method and Content -- Precedent: Professional Knowledge Overrides Teacher Personality -- Teachers as Epistemological Metaphors -- Philosophies of Mathematics Hide the Social -- Pedagogy and Popular Culture -- Game Shows Hit the Jackpot -- Games and Schools -- Probability and Profit -- Problems and Problem Solving -- Imitators and Echoes -- Numbers and Money -- The Transformation of Problem Solving -- 3. Gender and the Construction of Social Problems -- Gender as a Social Problem -- Gender and Sex -- A Political Context -- Liberal Feminist Research: A Professional Context -- Gender as News -- Coda -- -1. Consumer Culture: Power and the Identity Politics of Mathematics Education -- From Critical Literacy, to Popular Culture -- Mathematics as a Cultural Resource -- Danger -- Homage to Whitty and Young -- For(e)ward -- Epilogue/Prologue -- Notes -- Chapter 0 -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter (-1) -- Bibliography -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- X -- Y -- Z. 330 $aThis groundbreaking book analyzes contemporary education discourse in the light of curriculum politics and popular culture, using sources ranging from academic scholarship to popular magazines, music video, film and television game shows. Mathematics is used as an "extreme case," since it is a discipline so easily accepted as separable from politics, ethics or the social construction of knowledge. Appelbaum's juxtaposition of popular culture, public debate and professional practice enables an examination of the production and mediation of "common sense" distinctions between school mathematics and the world outside of schools. Terrain ordinarily displaced or excluded by traditional education literature becomes the pendulum for a new conversation which merges research and practice while discarding pre-conceived categories of understanding The book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources. In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture. Peter M. Appelbaum is Assistant Professor of Curriculum and Instruction at the William Paterson College of New Jersey. 410 0$aSUNY series, education and culture. 606 $aMathematics$xStudy and teaching 606 $aMathematics$xPsychological aspects 606 $aPopular culture 615 0$aMathematics$xStudy and teaching. 615 0$aMathematics$xPsychological aspects. 615 0$aPopular culture. 676 $a510/.7 700 $aAppelbaum$b Peter Michael$01867325 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910966348103321 996 $aPopular culture, educational discourse, and mathematics$94474816 997 $aUNINA