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Advances in the Anthropological Theory of the Didactic [[electronic resource] /] / edited by Yves Chevallard, Berta Barquero, Marianna Bosch, Ignasi Florensa, Josep Gascón, Pedro Nicolás, Noemí Ruiz-Munzón
| Advances in the Anthropological Theory of the Didactic [[electronic resource] /] / edited by Yves Chevallard, Berta Barquero, Marianna Bosch, Ignasi Florensa, Josep Gascón, Pedro Nicolás, Noemí Ruiz-Munzón |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Birkhäuser, , 2022 |
| Descrizione fisica | 1 online resource (348 pages) |
| Disciplina | 510 |
| Soggetto topico |
Mathematics - Study and teaching
Mathematics Education Ensenyament de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-76791-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1. Dialogue between theories in mathematics education -- Introduction -- On the genesis and progress of the ATD -- ATD on relationships between research and teaching. The case of a didactic problem concerning real numbers -- From the networking of theories to the discussion of the educational implications of research -- Theory of didactical situations in mathematics: an epistemological revolution -- The Onto-semiotic Approach in Mathematics Education. Analysing objects and meanings in mathematical practice -- APOS theory and the role of genetic decomposition -- Part 2. Mathematics teacher education and the professionalisation of teaching -- Introduction -- Challenges and advances in teacher education within the ATD -- Paradidactic infrastructure for mathematics teachers’ collective work -- On the problem between devices and infrastructures in teacher education within the paradigm of questioning the world -- Introduction of ordinal number at the beginning of the French curriculum: a study of professional teaching problem -- Study and research for teacher education: some advances on teacher education in the paradigm of questioning the world -- Transpositive phenomena of didactics in teacher training -- Prospective teachers’ narrative analysis using the didactic-mathematical knowledge and competences model (DMKC) -- Exploring the Paradidactic Ecosystem: Conditions and Constraints on the Teaching Profession -- Teacher learning in collaborative settings: analysis of an open lesson -- Part 3. The curriculum problem and the paradigm of questioning the world -- Introduction -- Toward a scientific understanding of a possibly upcoming civilisational revolution -- Methodological proposal about the analysis of dominant praxeological models with its confrontations with a reference praxeological model: a case study of quadratic equation -- Study and research Paths, ecology and in-service teachers -- Analysing the Dialectic of Questions and Answers in Study and Research Paths -- Experimentation of an SRP: didactic-mathematical indicators of dialectics -- Part 4. Research in didactics at university level -- Introduction -- Institutional transitions in university mathematics education -- Examining Individual and Collective Level Mathematical Progress -- Mathematical analysis at university -- Using tools from ATD to analyse the use of mathematics in engineering tasks. Some cases involving integrals -- A workshop on the epistemology and didactics of mathematical structuralism -- About two epistemology related aspects in mathematical practices of empirical sciences -- Describing the mathematical activity: dynamic and static aspects. |
| Record Nr. | UNINA-9910523805603321 |
| Cham : , : Springer International Publishing : , : Imprint : Birkhäuser, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Advances in the history of mathematics education / / edited by Alexander Karp
| Advances in the history of mathematics education / / edited by Alexander Karp |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (262 pages) |
| Disciplina | 780 |
| Collana | International Studies in the History of Mathematics and Its Teaching |
| Soggetto topico |
Mathematics - Study and teaching
Ensenyament de la matemàtica Història de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030952358
9783030952341 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910580164203321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Advancing and Consolidating Mathematical Modelling [[electronic resource] ] : Research from ICME-14 / / edited by Gilbert Greefrath, Susana Carreira, Gloria Ann Stillman
| Advancing and Consolidating Mathematical Modelling [[electronic resource] ] : Research from ICME-14 / / edited by Gilbert Greefrath, Susana Carreira, Gloria Ann Stillman |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (XIII, 348 p. 61 illus., 34 illus. in color.) |
| Disciplina | 510.71 |
| Collana | International Perspectives on the Teaching and Learning of Mathematical Modelling |
| Soggetto topico |
Mathematics—Study and teaching
Study Skills Teachers—Training of Mathematics Education Study and Learning Skills Teaching and Teacher Education Ensenyament de la matemàtica Formació del professorat Mètodes d'estudi |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-27115-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: Overview -- Advancing mathematical modelling and applications educational research and practice -- Survey of interdisciplinary aspects of the teaching and learning of mathematical modelling in mathematics education -- Diversity of perspectives on mathematical modelling: A review of the international landscape -- Part 2: Mathematical modelling at school -- Student presentations of mathematical modelling solutions as a setting for fostering reflective discourse -- Students’ processing types in a computer-based learning environment for mathematical modelling -- The impact of real-world mathematical modelling problems on students’ beliefs about the nature of mathematics -- Study of a problem-solving activity using the extended mathematical working space framework -- Assessment of the competency of grade four students in mathematical modelling: An example from one city in China -- Part 3: Mathematical modelling at university -- Learning of linear transformations involving mathematical modelling supported by technology: A study with undergraduate students -- Validating a multiple-choice modelling competencies assessment -- A mathematical modelling project with biology undergraduates: Using activity theory to understand tensions -- Seeing the forest for the trees: Investigating students' data moves in a citizen science based model-eliciting activity -- Part 4: Teacher education in mathematical modelling -- Pre-service teachers’ knowledge and noticing competencies for teaching mathematical modelling regarding students’ use of metacognitive strategies -- Using assessment for learning framework to support pre-service teachers’ mathematical modelling activities -- In-service teachers’ transformation of a mathematised task into modelling tasks -- Pre-service teachers’ self-efficacy for teaching mathematical modelling -- A case study of pre-service teachers’ task design and implementation for a mathematical modelling lesson sequence in project-based instruction -- Part 5: Teaching mathematical modelling -- The relationships between statistics, statistical modelling and mathematical modelling -- The dialogic approach of ethnomodelling and its cultural dynamics -- Methods for teaching modelling problems. |
| Record Nr. | UNINA-9910717418703321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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All-attainment teaching in secondary mathematics : philosophy, practice and social justice / / Colin Jackson
| All-attainment teaching in secondary mathematics : philosophy, practice and social justice / / Colin Jackson |
| Autore | Jackson Colin <1967-> |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer International Publishing, , [2022] |
| Descrizione fisica | 1 online resource (214 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics - Study and teaching (Secondary)
Mathematics - Study and teaching (Secondary) - Activity programs Ensenyament de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030923617
9783030923600 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910544856203321 |
Jackson Colin <1967->
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| Cham, Switzerland : , : Springer International Publishing, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Analysing historical mathematics textbooks / / Gert Schubring
| Analysing historical mathematics textbooks / / Gert Schubring |
| Autore | Schubring Gert |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (213 pages) |
| Disciplina | 510.71 |
| Collana | International Studies in the History of Mathematics and its Teaching |
| Soggetto topico |
Mathematics - Study and teaching
Mathematics Ensenyament de la matemàtica Llibres de text |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031176708
9783031176692 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Why studying historical textbooks? -- Chapter 2. Textbooks before the invention of the printing press – orality and teaching -- Chapter 3. Textbooks in the era of the printing press – the emergence of new types of textbooks -- Chapter 4. The notion of “elements” – elementarisation and the structure of the discipline -- Chapter 5. Changes in textbook production in the wake of the French Revolution -- Chapter 6. Lacroix as an entrepreneur – His fight for the textbook market in France -- Chapter 7. Textbook versus the autonomy of the teacher – the case of Prussia -- Chapter 8. Cultural specificity of textbooks – the case of Legendre in Italy -- Chapter 9. Transmission of textbooks from metropoles -- Chapter 10. ”Modern Mathematics” in the international textbook production -- Chapter 11. Conclusions -- Chapter 12. Bibliography -- Chapter 13. Index. |
| Record Nr. | UNINA-9910640383503321 |
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Schubring Gert
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| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Asian Research in Mathematics Education [[electronic resource] ] : Mapping the Field / / edited by Bill Atweh, Lianghuo Fan, Catherine P. Vistro-Yu
| Asian Research in Mathematics Education [[electronic resource] ] : Mapping the Field / / edited by Bill Atweh, Lianghuo Fan, Catherine P. Vistro-Yu |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (187 pages) |
| Disciplina | 510 |
| Collana | Mathematics Education – An Asian Perspective |
| Soggetto topico |
Mathematics—Study and teaching
Education—Research Education and state Mathematics Education Educational Research Educational Policy and Politics Ensenyament de la matemàtica Investigació matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-9906-43-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Section 1: Developing Research Culture in Mathematics Education -- Chapter 1. Building a Research Culture in Philippine Graduate Education: Reflections on Experiences in Mathematics Education -- Chapter 2. Development of Chinese Mmathematics Education Research Culture: A Case Study -- Chapter 3. The Evolution of Mathematics Education Research in Singapore -- Section 2: Overview of Mathematics Education Research -- Chapter 4. Critical Analysis of Mathematics Education Doctoral Dissertations in the Philippines: 2009 – 2021 -- Chapter 5. A Critical Review of Mathematics Education Research in Korea: Trends, Challenges, and Future Directions -- Chapter 6. Mathematics Education Research Trends in Turkey: International Research Context -- Chapter 7. Research and Research Culture in Mathematics Education: The Case in Macao, China -- Chapter 8. Trend in Mathematics Education Research in Indonesia. . . |
| Record Nr. | UNINA-9910726278803321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Comparison of mathematics and physics education II : examples of interdisciplinary teaching at school / / Frederik Dilling and Simon F. Kraus, editors
| Comparison of mathematics and physics education II : examples of interdisciplinary teaching at school / / Frederik Dilling and Simon F. Kraus, editors |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Spektrum, , [2022] |
| Descrizione fisica | 1 online resource (viii, 344 pages) : illustrations (some color) |
| Disciplina | 510.71 |
| Collana | MINTUS -- Beiträge zur mathematisch-naturwissenschaftlichen Bildung |
| Soggetto topico |
Mathematics - Study and teaching
Physics - Study and teaching Ensenyament de la matemàtica Ensenyament de la física |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-658-36415-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996483155503316 |
| Wiesbaden : , : Springer Spektrum, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Comparison of mathematics and physics education II : examples of interdisciplinary teaching at school / / Frederik Dilling and Simon F. Kraus, editors
| Comparison of mathematics and physics education II : examples of interdisciplinary teaching at school / / Frederik Dilling and Simon F. Kraus, editors |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Spektrum, , [2022] |
| Descrizione fisica | 1 online resource (viii, 344 pages) : illustrations (some color) |
| Disciplina | 510.71 |
| Collana | MINTUS -- Beiträge zur mathematisch-naturwissenschaftlichen Bildung |
| Soggetto topico |
Mathematics - Study and teaching
Physics - Study and teaching Ensenyament de la matemàtica Ensenyament de la física |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-658-36415-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910580139103321 |
| Wiesbaden : , : Springer Spektrum, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Conceptions and consequences of mathematical argumentation, justification, and proof / / edited by Kristen N. Bieda, [and three others]
| Conceptions and consequences of mathematical argumentation, justification, and proof / / edited by Kristen N. Bieda, [and three others] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (331 pages) |
| Disciplina | 510.71 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics - Study and teaching
Ensenyament de la matemàtica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-80008-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Acknowledgments -- Contents -- Contributors -- Introduction: Conceptualizing Argumentation, Justification, and Proof in Mathematics Education -- Conceptions of Argumentation, Justification, and Proof in the Literature -- Argumentation -- Justification -- Proof -- Charges Given to Authors/Synthesizers -- Organization of This Volume -- References -- Part I: Argumentation, Justification and Proof in an Elementary Classroom -- Overview of the Elementary Level Data -- Ms. Kirk's Lesson -- Description of the Lesson -- Conclusion -- References -- Argumentation in the Context of Elementary Grades: The Role of Participants, Tasks, and Tools -- Introduction -- Arguments and Argumentation -- Argumentation in the Classroom -- Mathematical Content for Argumentation -- Brief Summary of the Lesson -- Analyzing the Lesson Transcript -- The Role of Definitions, Established Facts, and Common Language -- The Role of Participants (Teacher and Students) -- The Role of the Task -- The Role of the Tool in Terms of Evidence and Potential Connections -- Discussion -- The Role of Definitions and Common Language -- The Role of Participants -- The Role of the Task -- The Role of Tools -- Conclusion -- References -- Justification in the Context of Elementary Grades: Justification to Develop and Provide Access to Mathematical Reasoning -- Role of Justification in the Mathematics Classroom -- Student Justifications and Justification Tasks -- Potential Relationships Between Justification and Equity -- Summary -- Methods -- The Nature of the Tasks -- Students' Justifications -- Providing Access to Participation Through Justification -- Discussion -- References -- Proof in the Context of Elementary Grades: A Multimodal Approach to Generalization and Proof in Elementary Grades -- Introduction -- Theoretical Framework -- Definition of Proof.
Generalization and Proof -- The Multimodal Nature of Proof -- Modal-Specific Epistemological Commitments and Generalization -- Method -- Data Analysis and Findings -- Excerpt 1: Defining the Equals Sign -- Summary -- Multimodality -- Excerpt 2: Discussion of 14 + 3 = 15 + 2 -- Summary -- Generalization -- Multimodality -- Excerpt 3: Jacob's Proof of 40 + 9 = 27 + 22 -- Summary -- Generalization -- Multimodality -- Discussion -- Conclusion -- References -- On the Meanings of Argumentation, Justification, and Proof: General Insights from Analyses of Elementary Classroom Episodes -- References -- Part II: Argumentation, Justification and Proof in a Middle Grades Classroom -- Overview of Middle Grades Data -- References -- Argumentation in the Middle Grades: Exploring a Teacher's Support of Collective Argumentation -- Exploring Collective Argumentation in the Mathematics Classroom -- Teacher Support for Collective Argumentation Framework -- Methodology -- Limitations -- Data Analysis Procedures -- Results -- Episode of Argumentation and Teacher Support -- Directly Contributing an Argumentation Component -- Asking Questions Prompting an Argumentation Component -- Other Supportive Actions -- What We Learned from Mr. MC's Facilitation of Argumentation -- Conclusion: Larger Spheres of Argumentation -- Appendix A: Sample from Spreadsheet Deconstructing Argument -- References -- Justification in the Context of Middle Grades: A Process of Verification and Sense-Making -- Theoretical Framework -- Literature Review -- The Teacher's Role in Promoting Justification -- Justification as a Learning Practice -- Method -- Results -- Justification Process -- Factors That Shaped the Justification Process -- Task as Written and Setup -- Task as Implemented -- Discussion -- What Might Students Be Learning About the Justification Process? -- Conclusion -- References. Proof in the Context of Middle Grades: Can We Label Middle School Arguments as Proof with a Capital P? -- Introduction -- Reframing the Definition of Proof for the Current Context -- Methods -- Findings -- Classroom Episode -- Students' Written Work -- Summary -- Is a Proof Accessible to This Classroom Community? -- Data from Another Project -- Conclusion -- References -- Argumentation, Justification, and Proof in Middle Grades: A Rose by Any Other Name -- Introduction -- The Task and Its Possibilities -- Potential Proving-Related Activities -- Potential Instructional Goals -- Framing Matters -- Capturing the Breadth of Proving-Related Activity -- References -- Part III: Argumentation, Justification and Proof in High School Mathematics -- Overview of High School-Level Data -- Overview of the Data -- Part 1 -- Part 2 -- Argumentation in the Context of High School Mathematics: Examining Dialogic Aspects of Argumentation -- Introduction -- Conceptual Framework -- Students' Dialogic and Justifying Moves -- Communicative Approaches and Structuring Argumentation -- Methods -- Results -- Students' Dialogic and Justifying Moves -- Structuring Argumentation and Using Communicative Approaches -- Discussion -- Dialogic Argumentation and Teacher Support -- Dialogic Argumentation in Studying Mathematical Argumentation -- References -- Justification in the Context of High School: Co-constructing Content and Process -- Introduction -- Theoretical Perspectives -- Methods -- Findings -- How Were Norms for Justification Enacted and Co-constructed? -- Which Mathematical Ideas Were Justified, and Which Mathematical Ideas Were Left Unjustified? -- To What Extent Were the Members of the Classroom Community Convinced by the Justifications Provided? -- Discussion -- References. Proof in the Context of High School: A First Approach Through Discussion, with Occasions and Missed Opportunities -- Introduction and Background -- Method -- Results -- Analysis of the Task -- Analysis of the Class Discussion -- Part 1: Discovering the Formula -- Part 2: Constructing Triangles -- Part 3: Towards a Formula (Again) -- Discussion -- Conclusions -- References -- Reasoning Is in the Eye of the Lens-Holder: Observations Made Through the Lenses of Justification, Argumentation, and Proof at the High School Level -- Introduction -- Defining and Framing Different Forms of Reasoning -- The Research Questions and Their Influence -- Framing of the Task and the Classroom Activities on Days 1 and 2 -- A Series of Commonly Analyzed Episodes -- Key Episode 1: Discussion of Solution to the Day 1 Task (Lines 1-35) -- Key Episode 2: Dividing a Quadrilateral into Triangles (Lines 111-130) -- Key Episode 3: Returning to the Day 1 Function (Lines 247-272) -- Looking Across the Key Episodes -- Considering the Non-common (Gray) Episodes -- Concluding Discussion -- References -- Part IV: Argumentation, Justification and Proof at the Tertiary Level -- Overview of Tertiary Level Data -- The Mathematics Involved in the Lesson -- Outline of the Class Discussion with Selected Excerpts of Transcript -- Conclusion -- References -- Argumentation in the Context of Tertiary Mathematics: A Case Study of Classroom Argumentation and the Role of Instructor Moves -- Theoretical Frameworks and Analysis Methods -- Results -- Vignette 1: How to Fill in the Cayley Table -- Vignette 2: Leveraging Specific Activity Toward General Discussion About Associativity -- Vignette 3: Instructor Solicits More Rules, but These Are Specific to the Relationships Between R and F as Symmetries of a Triangle -- Vignette 4: Demonstrating the New Rule and Moving Toward Incorporation of New Rules. Discussion -- References -- Justification in the Context of Tertiary Mathematics: Undergraduate Students Exploring the Properties and Relations of the Dihedral Group -- Introduction -- Defining and Operationalizing Justification -- Context for the Data Provided to Us -- Research Questions -- Method of Analysis -- Results -- Category 1: Perceptual Pattern Recognition Justifications -- Category 2: Recounting of Process Justifications -- Category 3: Mathematically Rationalized Justifications -- A Note Regarding Source of Justifications in the Classroom -- Discussion -- References -- Proof in the Context of Tertiary Mathematics: Undergraduate Inquiry-Based Learning in Abstract Algebra as a Precursor to Mathematical Proof -- Methods -- Data and Results -- Discussion -- References -- Mathematics Educators as Polymaths, Brokers, and Learners: Commentary on the Tertiary Chapters on Argumentation, Justification, and Proof -- Mathematics Educators as Polymaths: Definitions Have Natural Histories -- Mathematics Educators as Brokers: Adapting Definitions to Balance Obligations -- Brokers Between Mathematics Instruction and Mathematics Research -- Brokers Between Mathematics Education and Psychology -- Brokers Between Researchers and Instructors -- Mathematics Educators as Learners: Accumulating Knowledge of Complex Phenomena -- References -- Part V: Lenses on Researching Argumentation, Justification and Proof Across the Grade Levels -- Participation in Argumentation: Teacher and Student Roles Across the Grades -- Opening Spaces for Student Agency and Ownership -- Responding to Others' Ideas by Building and Critiquing -- Multiple Frameworks for Teacher Actions -- Considering Argumentation as Larger than Mathematics -- Consequences of the Definition -- Concluding Thoughts -- References -- Justification Across the Grade Bands -- Introduction. Using the Definition of Justification. |
| Record Nr. | UNINA-9910551839503321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Critical Mathematics Education / / Ole Skovsmose
| Critical Mathematics Education / / Ole Skovsmose |
| Autore | Skovsmose Ole |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] |
| Descrizione fisica | 1 online resource (271 pages) |
| Disciplina | 510.71 |
| Collana | Advances in Mathematics Education Series |
| Soggetto topico |
Mathematics - Study and teaching
Social justice and education Ensenyament de la matemàtica Justícia social |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031262425
9783031262418 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Learning and Landscapes -- Chapter 1. Concerns and Hopes -- Chapter 2. Landscapes and Racism -- Chapter 3. Democracy and Erosions -- Chapter 4. Sustainability and Risks -- Chapter 5. To Learn or Not to Learn? -- Part II: Crises and Formatting -- Chapter 6. Crisis and Critique -- Chapter 7. Banality of Mathematical Expertise -- Chapter 8. Mathematics and Ethics -- Chapter 9. Mathematics and Crises -- Chapter 10. Picturing or Formatting? -- Part III: Critique and Dialogue -- Chapter 11. Critique of Mathematics -- Chapter 12. Critique of Critique -- Chapter 13. Initial Formulations of Critical Mathematics Education -- Chapter 14. A Dialogic Theory of Learning Mathematics -- Part IV: Width and Depth -- Chapter 15. All Students -- Chapter 16. Beyond Stereotypes -- Chapter 17. Social Theorising and the Formatting Power of Mathematics -- Chapter 18. A Philosophy of Critical Mathematics Education. |
| Record Nr. | UNINA-9910678250803321 |
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Skovsmose Ole
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| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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