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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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Constructing Number [[electronic resource] ] : Merging Perspectives from Psychology and Mathematics Education / / edited by Anderson Norton, Martha W. Alibali
| Constructing Number [[electronic resource] ] : Merging Perspectives from Psychology and Mathematics Education / / edited by Anderson Norton, Martha W. Alibali |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (370 pages) |
| Disciplina | 510.71 |
| Collana | Research in Mathematics Education |
| Soggetto topico |
Mathematics—Study and teaching
Developmental psychology Educational psychology Education—Psychology Mathematics Education Developmental Psychology Educational Psychology |
| ISBN | 3-030-00491-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Mathematics in Action -- Subitizing: The Neglected Quantifier -- Discerning a Progression in Conceptions of Magnitude During Children’s Construction of Number -- Spontaneous mathematical focusing tendencies in mathematical development and education -- Leveraging Relational Learning Mechanisms to Improve Understanding of Place Value -- The complexity of basic number processing: A commentary from a neurocognitive perspective -- Understanding Fractions: Integrating Results from Mathematics Education, Cognitive Psychology, and Neuroscience -- Developing Fractions as Multiplicative Relations: A Model of Cognitive Reorganization -- Developing a Concept of Multiplication of Fractions: Building on Constructivist and Sociocultural Theory -- What’s Perception got to do with it? Re-framing Foundations for Rational Number Concepts -- Commentary on Fractions -- Understanding Negative Numbers -- Integers as Directed Quantities -- Cognitive Science Foundations of Integer Understanding and Instruction -- Commentary on Negative Numbers: Aspects of Epistemology, Cognition, and Instruction -- Commentary on Negative Numbers: Aspects of Epistemology, Cognition, and Instruction -- Author index -- Subject index. |
| Record Nr. | UNINA-9910337758903321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Contemporary Environmental and Mathematics Education Modelling Using New Geometric Approaches [[electronic resource] ] : Geometries of Liberation / / edited by Susan Gerofsky
| Contemporary Environmental and Mathematics Education Modelling Using New Geometric Approaches [[electronic resource] ] : Geometries of Liberation / / edited by Susan Gerofsky |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Pivot, , 2018 |
| Descrizione fisica | 1 online resource (XIII, 132 p. 23 illus., 21 illus. in color.) |
| Disciplina | 510.71 |
| Soggetto topico |
Environmental education
Mathematics—Study and teaching Education—Philosophy Environmental and Sustainability Education Mathematics Education Educational Philosophy |
| ISBN | 3-319-72523-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction: Geometries of Liberation -- 2. Shaped by the Places We Reason? Contrasting the Rectilinearity of Western Educational Thought with Other Possibilities -- 3. Ecofractal Poetics: Five Fractal Geometries for Creative, Sustainable, and Just Educational Design -- 4. Always an Abundance: Interstitial/Liminal Space, Time, and Resources that Are Invisible to the Grid -- 5. The Curricular Geometries of *SAMBA* Schools: Fractal Dimensions, Surface, Depth, and Recursion -- 6. Of Grids and Gardens: School Gardening and the Unsettling Attachments of Teaching Beside the Grid -- 7. Off the Grid. |
| Record Nr. | UNINA-9910299507303321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Pivot, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Contemporary issues in mathematics education : [writings from the conference on the future of mathematics education at research universities, held at MSRI on December 5 and 6, 1996] / edited by Estela A. Gavosto, Steven G. Krantz, William McCallum
| Contemporary issues in mathematics education : [writings from the conference on the future of mathematics education at research universities, held at MSRI on December 5 and 6, 1996] / edited by Estela A. Gavosto, Steven G. Krantz, William McCallum |
| Pubbl/distr/stampa | Cambridge : Cambridge University Press, 1999 |
| Descrizione fisica | XV, 174 p. ; 25 cm. |
| Disciplina | 510.71 |
| Collana | Mathematical sciences research institute publications |
| Soggetto topico | Matematica - Insegnamento - Congressi |
| ISBN | 0-521-65255-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNIBAS-000016160 |
| Cambridge : Cambridge University Press, 1999 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. della Basilicata | ||
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A contemporary theory of mathematics education research / / Tony Brown
| A contemporary theory of mathematics education research / / Tony Brown |
| Autore | Brown Tony |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2020] |
| Descrizione fisica | 1 online resource (XXI, 151 p. 15 illus., 11 illus. in color.) |
| Disciplina | 510.71 |
| Soggetto topico | Mathematics - Study and teaching |
| ISBN | 3-030-55100-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Reason to believe in mathematics -- The social packaging of mathematical learning in schools -- The ideology of mastering the curriculum (with Peter Pawlik) -- The social administration of mathematics subject knowledge through teacher education -- The point of my own teaching -- Rethinking objectivity and subjectivity -- Subjectivity and cultural adjustment: a response to socio-culturalism -- The evolution of mathematics. |
| Record Nr. | UNINA-9910468247903321 |
Brown Tony
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| Cham, Switzerland : , : Springer, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creativity and Giftedness [[electronic resource] ] : Interdisciplinary perspectives from mathematics and beyond / / edited by Roza Leikin, Bharath Sriraman
| Creativity and Giftedness [[electronic resource] ] : Interdisciplinary perspectives from mathematics and beyond / / edited by Roza Leikin, Bharath Sriraman |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (vi, 266 pages) : illustrations |
| Disciplina | 510.71 |
| Collana | Advances in Mathematics Education |
| Soggetto topico |
Mathematics—Study and teaching
Educational psychology Education—Psychology Teaching Mathematics Education Educational Psychology Teaching and Teacher Education |
| ISBN | 3-319-38840-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction to interdisciplinary perspectives on creativity and giftedness (Roza Leikin and Bharath Sriraman) -- Section 1: Perspectives on Creativity -- 2.Creativity, Imagination and Early Math Education (Maciej Karwowski Dorota Dziedziewicz) -- 3. Assessment of Creativity in Undergraduate Mathematics: Using a Creativity-in-Progress Rubric on Proving (Milos Savic, Gulden Karakok, Gail Tang, Molly Stubblefield and Hussein El Turkey) -- 4. Teacher’s views on modeling as a creative mathematical activity (Gudbjorg Palsdottir and Bharath Sriraman) -- 5. The prominence of affect in creativity (Eric L. Mann and Scott A. Chamberlin) -- 6. When mathematics meets reality: How much creative are math students? (Cristian Voica and Florence Mihaela Singer) -- 7. Constraints, Competency and Creativity in the Classroom (Catrinel Haught and Patricia D. Stokes) -- 8. Convergence in creativity development for mathematical capacity (Ai-Girl Tan and Bharath Sriraman) -- 9. The origin of insight in mathematics (Reuben Hersh and Vera John-Steiner) -- 10. Creativity in Doubt: Toward Understanding What Drives Creativity in Learning (Ronald Beghetto and James B. Schreiber) -- Section 2: Perspectives on giftedness -- 11. What is special in brain activity of mathematically gifted adolescents (Roza Leikin, Mark Leikin, Ilana Waissman) -- 12. Psychological and Neuro-scientific Perspectives on Mathematical Creativity and Giftedness (David Cropley, Martin Westwell and Florence Gabriel) -- 13. What have we learned about giftedness and creativity? An overview of a five years journey (Demetra Pitta-Pantazi) -- 14. The interplay between excellence in school mathematics and general giftedness: Focusing on mathematical creativity (Miriam Lev and Roza Leikin) -- 15. Mathematically gifted education: Political perspective (Alexander Karp) -- 16. New directions for research in creativity and giftedness: The case of mathematics (Bharath Sriraman and Roza Leikin). |
| Record Nr. | UNINA-9910255123903321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creativity and Technology in Mathematics Education [[electronic resource] /] / edited by Viktor Freiman, Janet Lynne Tassell
| Creativity and Technology in Mathematics Education [[electronic resource] /] / edited by Viktor Freiman, Janet Lynne Tassell |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (552 pages) |
| Disciplina | 510.71 |
| Collana | Mathematics Education in the Digital Era |
| Soggetto topico |
Mathematics—Study and teaching
Learning Instruction Educational technology Mathematics Education Learning & Instruction Educational Technology |
| ISBN | 3-319-72381-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction Section: Setting the Stage of Investigation -- Chapter 1 Leveraging Mathematics Creativity by Using Technology: Questions, Issues, Solutions, and Innovative Paths (Viktor Freiman and Janet Tassell) -- Part 1: Teaching Practices and Instructional Strategies to Inspire Authentic Creativity -- Chapter 2 Screencasting as a Tool to Capture Moments of Authentic Creativity (Dana Cox, Suzanne Harper, and Michael Todd Edwards) -- Chapter 3 The Create Excellence Framework’s Impact on Enhancing Creativity: Examining Elementary Teacher Candidate Mathematics Lesson Planning (Janet Lynne Tassell, Rebecca Stobaugh, and Marge Maxwell) -- Chapter 4 Impacting Mathematical and Technological Creativity with Dynamic Technology Scaffolding (Sandra R. Madden) -- Chapter 5 Three-Act Tasks: Creative Means of Engaging Authentic Mathematical Thinking through Multimedia Storytelling (Adrienne Redmond-Sanogo, Susan Stansberry, Penny Thompson, and Sheri Vasinda) -- Part 2: Creativity in Technology-Rich Mathematical Environments -- Chapter 6 Interactive Technology to Foster Creativity in Future Mathematics Teachers (Alfinio Flores, Jungeun Park, and Stephen A. Bernhardt) -- Chapter 7 Creativity and the Design of Music-Mathematics Activities in a Virtual Simulation Learning Environment (Trina Davis, Glenn Phillips, and Gerald Kulm) -- Chapter 8 Preparing Teachers to Use Excelets: Developing Creative Modeling Experiences for Secondary Mathematics Students (Ginger S. Watson and Mary C. Enderson) -- Chapter 9 Creativity in Question and Answer Digital Spaces for Mathematics Education: A Case Study of the Water Triangle for Proportional Reasoning (Benjamin Dickman) -- Part 3: New Learning Paths and Creative Teaching Approaches -- Chapter 10 Nurturing Creativity in Future Mathematics Teachers through Embracing Technology and Failure (Marina Milner-Bolotin) -- Chapter 11 Harnessing Early Spatial Learning Using Technological and Traditional Tools at Home (Joanne Lee, Ariel Ho, and Eileen Wood) -- Chapter 12 Video Game Play, Mathematics, and Spatial Skills – A Study of the Impact on Teacher Candidates (Janet Tassell, Elena Novak, and Mengjiao Wu) -- Chapter 13 Prototype Problem Solving Activities Increasing Creative Learning Opportunities Using Computer Modeling and 3D Printing (Antonia Szymanski) -- Part 4: Creativity and Advanced Mathematics -- Chapter 14 Can a Kite Be a Triangle? Aesthetics and Creative Discourse in an Interactive Geometric Environment (Hope Gerson and Paul Woo Dong Yu) -- Chapter 15 Technology and the Development of Mathematical Creativity in Advanced School Mathematics (Sergei Abramovich) -- Chapter 16 “Integrating” Creativity and Technology through Interpolation )Bharath Sriraman and Daniel Lande -- Chapter 17 Ancient School without Walls: Collective Creativity in Mathematics Village (Elçin Emre-Akdoğan and Gönül Yazgan-Sağ) -- Part 5: Learning from the Theories and Patterns of Students’ Creativity -- Chapter 18 APOS Theory: Use of Computer Programs to Foster Mental Constructions and Student’s Creativity (Draga Vidakovic, Ed Dubinsky, and Kirk Weller) -- Chapter 19 The Nature of Knowledge and Creativity in a Technological Context in Music and Mathematics: Implications in Combining Vygotsky and Piaget’s Models (Yves de Champlain, Lucie DeBlois, Xavier Robichaud, and Viktor Freiman) -- Chapter 20 Putting the Horses before the Cart: Technology, Creativity, and Authorship Harnessed Three Abreast (Osnat Fellus and Y. Biton) -- Chapter 21 Virtual Learning Communities of Problem Solvers: A Potential for Developing Creativity in Mathematics (Dominic Manuel). |
| Record Nr. | UNINA-9910299521303321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Creativity of an aha! moment and mathematics education / / edited by Bronislaw Czarnocha and William Baker
| Creativity of an aha! moment and mathematics education / / edited by Bronislaw Czarnocha and William Baker |
| Pubbl/distr/stampa | Leiden, The Netherlands ; ; Boston : , : Brill Sense, , [2021] |
| Descrizione fisica | 1 online resource (491 pages) |
| Disciplina | 510.71 |
| Soggetto topico | Mathematics - MStudy and teaching |
| ISBN | 90-04-44643-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910794653503321 |
| Leiden, The Netherlands ; ; Boston : , : Brill Sense, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creativity of an aha! moment and mathematics education / / edited by Bronislaw Czarnocha and William Baker
| Creativity of an aha! moment and mathematics education / / edited by Bronislaw Czarnocha and William Baker |
| Pubbl/distr/stampa | Leiden, The Netherlands ; ; Boston : , : Brill Sense, , [2021] |
| Descrizione fisica | 1 online resource (491 pages) |
| Disciplina | 510.71 |
| Soggetto topico | Mathematics - MStudy and teaching |
| ISBN | 90-04-44643-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910828748603321 |
| Leiden, The Netherlands ; ; Boston : , : Brill Sense, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Critical Mathematics Education : : Can Democratic Mathematics Education Survive under Neoliberal Regime? / / Bülent Avcı
| Critical Mathematics Education : : Can Democratic Mathematics Education Survive under Neoliberal Regime? / / Bülent Avcı |
| Autore | Avcı Bülent |
| Pubbl/distr/stampa | Leiden, ; Boston : , : Brill | Sense, , 2019 |
| Descrizione fisica | 1 online resource (178 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
EDUCATION / Essays
EDUCATION / Organizations & Institutions EDUCATION / Reference |
| Soggetto genere / forma | Electronic books. |
| ISBN | 90-04-39023-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front Matter -- Copyright page / Bülent Avcı -- Foreword: A Living Mathematics for Democracy / Antonia Darder -- Acknowledgements / Bülent Avcı -- Setting the Stage / Bülent Avcı -- The Standardization Movement in Education / Bülent Avcı -- Class Consciousness and Mathematical Literacy / Bülent Avcı -- Collaborative Versus Competitive Learning / Bülent Avcı -- Mathematical Inequality and Socioeconomic Inequality / Bülent Avcı -- Student Loan Crises / Bülent Avcı -- Critical Mathematics Education / Bülent Avcı -- Critical Mathematics Education and Citizenship in the Neoliberal Era / Bülent Avcı -- Conclusions / Bülent Avcı -- Back Matter -- References / Bülent Avcı -- Index / Bülent Avcı. |
| Record Nr. | UNINA-9910511369703321 |
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Avcı Bülent
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| Leiden, ; Boston : , : Brill | Sense, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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