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Author:
Publisher: LIT Verlag Münster
ISBN: 3643915144
Category :
Languages : en
Pages : 194
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Book Description
The collection of papers in this anthology represents what may be a broad exploration of the role of philosophical inquiry in the classroom and in mathematics teacher education, a topos characterized by multiple, intersecting themes, all of which converge on a central question: what is the role of mathematics in the construction of the realities we live by, and could that role be different if we became aware of its invisible power? In the age of the Anthropocene - an era in which technological intervention plays an ever more central role in the way we build, develop and attempt to maintain our increasingly fragile and risk-prone human and natural world, what are the implications of the hegemonic epistemic status of mathematics in those processes? Does mathematics define the conditions of possibility of all knowledge, whether expressed in a theory or silently invested in a practice? Does or can mathematics and its presumed value-neutrality serve to limit, constrain, suppress, and even preclude other, perhaps more valuable forms of knowledge? Alternatively, can philosophical dialogue about mathematics serve to clarify, unmask, reframe and recreate our understanding of mathematics and its symbolic power in the human and material world, and act as an emancipatory form of knowledge in culture and society? What would such dialogues look like in the mathematics classroom? The papers in this volume address these questions in various contexts and registers, and provide prospective and in-service teachers with compelling and suggestive ways of responding to them. A must-read for math educators everywhere.
Author:
Publisher: LIT Verlag Münster
ISBN: 3643915144
Category :
Languages : en
Pages : 194
Get Book Here
Book Description
The collection of papers in this anthology represents what may be a broad exploration of the role of philosophical inquiry in the classroom and in mathematics teacher education, a topos characterized by multiple, intersecting themes, all of which converge on a central question: what is the role of mathematics in the construction of the realities we live by, and could that role be different if we became aware of its invisible power? In the age of the Anthropocene - an era in which technological intervention plays an ever more central role in the way we build, develop and attempt to maintain our increasingly fragile and risk-prone human and natural world, what are the implications of the hegemonic epistemic status of mathematics in those processes? Does mathematics define the conditions of possibility of all knowledge, whether expressed in a theory or silently invested in a practice? Does or can mathematics and its presumed value-neutrality serve to limit, constrain, suppress, and even preclude other, perhaps more valuable forms of knowledge? Alternatively, can philosophical dialogue about mathematics serve to clarify, unmask, reframe and recreate our understanding of mathematics and its symbolic power in the human and material world, and act as an emancipatory form of knowledge in culture and society? What would such dialogues look like in the mathematics classroom? The papers in this volume address these questions in various contexts and registers, and provide prospective and in-service teachers with compelling and suggestive ways of responding to them. A must-read for math educators everywhere.
Author: C. Gordon Wells
Publisher: Cambridge University Press
ISBN: 0521631335
Category : Education
Languages : en
Pages : 394
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Book Description
A view of Vygotsky's unique vision of education.
Author: Helle Alrø
Publisher: Springer Science & Business Media
ISBN: 0306480166
Category : Education
Languages : en
Pages : 290
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Book Description
Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics. Special attention is paid to the notions of `dialogue' and `critique'. A central idea is that `dialogue' supports `critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of `intention' and `reflection'. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.
Author: Neil Phillipson
Publisher: Taylor & Francis
ISBN: 131722129X
Category : Education
Languages : en
Pages : 206
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Book Description
Dialogue has long been used in primary classrooms to stimulate thinking, but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge-rich subjects. A sound understanding of key concepts is essential to progress through the national curriculum, and assessment of this understanding along with effective feedback is central to good practice. Dialogic Education builds upon decades of practical classroom research to offer a method of teaching that applies the power of dialogue to achieving conceptual mastery. Easy-to-follow template lesson plans and activity ideas are provided, each of which has been tried and tested in classrooms and is known to succeed. Providing a structure for engaging children and creating an environment in which dialogue can flourish, this book is separated into three parts: Establishing a classroom culture of learning; Core concepts across the curriculum; Wider dialogues: Educational adventures in the conversation of mankind. Written to support all those in the field of primary education, this book will be an essential resource for student, trainee and qualified primary teachers interested in the educational importance of dialogue.
Author: Nadia Stoyanova
Publisher: LIT Verlag
ISBN: 3643965141
Category : Philosophy
Languages : en
Pages : 194
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Book Description
The collection of papers in this anthology represents what may be a broad exploration of the role of philosophical inquiry in the classroom and in mathematics teacher education, a topos characterized by multiple, intersecting themes, all of which converge on a central question: what is the role of mathematics in the construction of the realities we live by, and could that role be different if we became aware of its invisible power? In the age of the Anthropocene - an era in which technological intervention plays an ever more central role in the way we build, develop and attempt to maintain our increasingly fragile and risk-prone human and natural world, what are the implications of the hegemonic epistemic status of mathematics in those processes? Does mathematics define the conditions of possibility of all knowledge, whether expressed in a theory or silently invested in a practice? Does or can mathematics and its presumed value-neutrality serve to limit, constrain, suppress, and even preclude other, perhaps more valuable forms of knowledge? Alternatively, can philosophical dialogue about mathematics serve to clarify, unmask, reframe and recreate our understanding of mathematics and its symbolic power in the human and material world, and act as an emancipatory form of knowledge in culture and society? What would such dialogues look like in the mathematics classroom? The papers in this volume address these questions in various contexts and registers, and provide prospective and in-service teachers with compelling and suggestive ways of responding to them. A must-read for math educators everywhere. Nadia Stoyanova Kennedy, Associate Professor of Mathematics Education, City University of New York, USA. Eva Marsal, Professor of Philosophy, University of Education, Karlsruhe, Germany & University of Warsaw, Poland.
Author: Boris Koichu
Publisher: Springer Nature
ISBN: 3030584348
Category : Education
Languages : en
Pages : 219
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Book Description
This book explores the idea that mathematics educators and teachers are also problem solvers and learners, and as such they constantly experience mathematical and pedagogical disturbances. Accordingly, many original tasks and learning activities are results of personal mathematical and pedagogical disturbances of their designers, who then transpose these disturbances into learning opportunities for their students. This learning-transposition process is a cornerstone of mathematics teacher education as a lived, developing enterprise. Mathematical Encounters and Pedagogical Detours unfold the process and illustrate it by various examples. The book engages readers in original tasks, shares the results of task implementation and describes how these results inform the development of new tasks, which often intertwine mathematics and pedagogy. Most importantly, the book includes a dialogue between the authors based on the stories of their own learning, which triggers continuous exploration of learning opportunities for their students.
Author:
Publisher: BRILL
ISBN: 900439141X
Category : Education
Languages : en
Pages : 249
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Book Description
The second decade of the 21st century has seen governments and industry globally intensify their focus on the role of science, technology, engineering and mathematics (STEM) as a vehicle for future economic prosperity. Economic opportunities for new industries that are emerging from technological advances, such as those emerging from the field of artificial intelligence also require greater capabilities in science, mathematics, engineering and technologies. In response to such opportunities and challenges, government policies that position STEM as a critical driver of economic prosperity have burgeoned in recent years. Common to all these policies are consistent messages that STEM related industries are the key to future international competitiveness, productivity and economic prosperity. This book presents a contemporary focus on significant issues in STEM teaching, learning and research that are valuable in preparing students for a digital 21st century. The book chapters cover a wide spectrum of issues and topics using a wealth of research methodologies and methods ranging from STEM definitions to virtual reality in the classroom; multiplicative thinking; STEM in pre-school, primary, secondary and tertiary education, opportunities and obstacles in STEM; inquiry-based learning in statistics; values in STEM education and building academic leadership in STEM. The book is an important representation of some of the work currently being done by research-active academics. It will appeal to academics, researchers, teacher educators, educational administrators, teachers and anyone interested in contemporary STEM Education related research in a rapidly changing globally interconnected world. Contributors are: Natalie Banks, Anastasios (Tasos) Barkatsas, Amanda Berry, Lisa Borgerding, Nicky Carr, Io Keong Cheong, Grant Cooper, Jan van Driel, Jennifer Earle, Susan Fraser, Noleine Fitzallen, Tricia Forrester, Helen Georgiou, Andrew Gilbert, Ineke Henze, Linda Hobbs, Sarah Howard, Sylvia Sao Leng Ieong, Chunlian Jiang, Kathy Jordan, Belinda Kennedy, Zsolt Lavicza, Tricia Mclaughlin, Wendy Nielsen, Shalveena Prasad, Theodosia Prodromou, Wee Tiong Seah, Dianne Siemon, Li Ping Thong, Tessa E. Vossen and Marc J. de Vries.
Author: Neil Mercer
Publisher: Routledge
ISBN: 0429806752
Category : Education
Languages : en
Pages : 617
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Book Description
The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.
Author: R. J. Alexander
Publisher:
ISBN: 9780954694333
Category : Communication in education
Languages : en
Pages : 57
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Book Description
With dialogue and dialogic teaching as upcoming buzz-words, we face a familiar mix of danger and opportunity. The opportunity is to transform classroom talk, increase pupil engagement, and lift literacy standards from their current plateau. The danger is that a powerful idea will be jargonised before it is even understood, let alone implemented, and that practice claiming to be dialogic will be little more than re-branded chalk and talk or ill-focused discussion. Dialogic teaching is about more than applying tips such as less hands-up bidding. It demands changes - in the handling of classroom space and time; in the balance of talk, reading and writing; in the relationship between speaker and listener; and in the content and dynamics of talk itself.
Author: Bharath Sriraman
Publisher: IAP
ISBN: 1617351008
Category : Education
Languages : en
Pages : 753
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Book Description
The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland provides the first comprehensive and unified treatment of historical and contemporary research trends in mathematics education in the Nordic world. The book is organized in sections co-ordinated by active researchers in mathematics education in Norway, Sweden, Iceland, Denmark, and Finland. The purpose of this sourcebook is to synthesize and survey the established body of research in these countries with findings that have influenced ongoing research agendas, informed practice, framed curricula and policy. The sections for each country also include historical articles in addition to exemplary examples of recently conducted research oriented towards the future. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside the Nordic countries.
