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Author: Dirk Damsma
Publisher: BRILL
ISBN: 9004395490
Category : Political Science
Languages : en
Pages : 226
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Book Description
In How Language Informs Mathematics Dirk Damsma shows how Hegel’s and Marx’s systematic dialectical analysis of mathematical and economic language helps us understand the structure and nature of mathematical and capitalist systems. More importantly, Damsma shows how knowledge of the latter can inform model assumptions and help improve models. His book provides a blueprint for an approach to economic model building that does away with arbitrarily chosen assumptions and is sensitive to the institutional structures of capitalism. In light of the failure of mainstream economics to understand systemic failures like the financial crisis and given the arbitrary character of most assumptions in mainstream models, such an approach is desperately needed.
Author: Dirk Damsma
Publisher: BRILL
ISBN: 9004395490
Category : Political Science
Languages : en
Pages : 226
Get Book Here
Book Description
In How Language Informs Mathematics Dirk Damsma shows how Hegel’s and Marx’s systematic dialectical analysis of mathematical and economic language helps us understand the structure and nature of mathematical and capitalist systems. More importantly, Damsma shows how knowledge of the latter can inform model assumptions and help improve models. His book provides a blueprint for an approach to economic model building that does away with arbitrarily chosen assumptions and is sensitive to the institutional structures of capitalism. In light of the failure of mainstream economics to understand systemic failures like the financial crisis and given the arbitrary character of most assumptions in mainstream models, such an approach is desperately needed.
Author: Patrick M. Jenlink
Publisher: Rowman & Littlefield
ISBN: 1475854811
Category : Education
Languages : en
Pages : 221
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Book Description
The Language of Mathematics: How the Teacher’s Knowledge of Mathematics Affects Instruction introduces the reader to a collection of thoughtful works by authors that represent current thinking about mathematics teacher preparation. The book provides the reader with current and relevant knowledge concerning preparation of mathematics teachers. The complexity of teaching mathematics is undeniable and all too often ignored in the preparation of teachers with substantive mathematical content knowledge and mathematical teaching knowledge. That said, this book has a focus on the substantive knowledge and the relevant pedagogy required for preparing teachings to enter classrooms to teach mathematics in K-12 school settings. Each chapter focuses on the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. Chapter One opens the book with a focus on the language and knowledge of mathematics teaching. The authors of Chapters Two-Nine present field-based research that examines the complexities of content and pedagogical knowledge as well as knowledge for teaching. Each chapter offers the reader an examination of mathematics teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as providing the findings and conclusions drawn with respect to mathematics teacher preparation and practice. Finally, Chapter 10 presents an epilogue that focuses on the future of mathematics teacher preparation.
Author: John L. Casti
Publisher: Springer Science & Business Media
ISBN: 3642709532
Category : Mathematics
Languages : en
Pages : 295
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Book Description
In May 1984 the Swedish Council for Scientific Research convened a small group of investigators at the scientific research station at Abisko, Sweden, for the purpose of examining various conceptual and mathematical views of the evolution of complex systems. The stated theme of the meeting was deliberately kept vague, with only the purpose of discussing alternative mathematically based approaches to the modeling of evolving processes being given as a guideline to the participants. In order to limit the scope to some degree, it was decided to emphasize living rather than nonliving processes and to invite participants from a range of disciplinary specialities spanning the spectrum from pure and applied mathematics to geography and analytic philosophy. The results of the meeting were quite extraordinary; while there was no intent to focus the papers and discussion into predefined channels, an immediate self-organizing effect took place and the deliberations quickly oriented themselves into three main streams: conceptual and formal structures for characterizing sys tem complexity; evolutionary processes in biology and ecology; the emergence of complexity through evolution in natural lan guages. The chapters presented in this volume are not the proceed ings of the meeting. Following the meeting, the organizers felt that the ideas and spirit of the gathering should be preserved in some written form, so the participants were each requested to produce a chapter, explicating the views they presented at Abisko, written specifically for this volume. The results of this exercise form the volume you hold in your hand.
Author: Marco A. Bravo
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 226
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Book Description
Language and culture play a critical role in the teaching of mathematics and this role intensifies when considering the teaching of mathematics in dual language classrooms. This book unpacks lessons learned from socio-cultural theory being applied to research of the teaching of mathematics to Emergent Bilinguals with the end of informing practice. Utilizing a socio-cultural lens, authors present the possibilities and limits of the teaching of mathematics in dual language programs (90/10; 50/50 models). Themes of translanguaging, disciplinary literacy instruction, and culturally responsive instruction are leveraged to test the potential of these constructs to assist Spanish/English Emergent Bilinguals access rigorous mathematics content. Authors also present limits to these models, as often they can overshadow the mathematics learning. We embrace a stance where language and literacy are seen as tools for content area learning and not as ends unto themselves.
Author: Teacher Education and Practice
Publisher: Rowman & Littlefield
ISBN: 1475832516
Category : Education
Languages : en
Pages : 143
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Book Description
Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Author: Christina Soto van der Plas
Publisher: Routledge
ISBN: 1000576167
Category : Psychology
Languages : en
Pages : 349
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Book Description
This text explores a set of key concepts in Marxist theory as developed and read by Lacan, demonstrating links and connections between Marxist thought and Lacanian practice. The book examines the complexity of these encounters through the structure of a comprehensive vocabulary which covers diverse areas, from capitalism and communism to history, ideology, politics, work, and family. Offering new perspectives on these concepts in psychoanalysis, as well as in the fields of political and critical theory, the book brings together contributions from a range of international experts to demonstrate the dynamic relationship between Marx and Lacan, as well as illuminating "untranslatable points" which may offer productive tension between the two. The entries trace the trajectory of Lacan’s appropriation of Marx’s concepts and analyses how they were questioned, criticized, and reworked by Lacan, accounting for the wide reach of two thinkers and worlds in constant homology. Each entry also discusses psychoanalytic debates relating to the concept and seeks to refine the clinical scope of Marx’s work, demonstrating its impact on the social and individual dimensions of Lacanian clinical practice. With a practical and structured approach, The Marx through Lacan Vocabulary will appeal to psychoanalysts and researchers in a range of fields, including political science, cultural studies, and philosophy.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 176
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Book Description
Author: L Michael Hall
Publisher: Crown House Publishing
ISBN: 1845903714
Category : Psychology
Languages : en
Pages : 323
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Book Description
In The Sourcebook of Magic you will discover afresh the basic 77 NLP patterns for transformational magic. This newly revised version streamlines the patterns so that they are even more succinct and offers some new insights into how the patterns work.
Author: Frank R. Giordano
Publisher: Cengage Learning
ISBN: 9780495011590
Category : Mathematics
Languages : en
Pages : 640
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Book Description
Offering a solid introduction to the entire modeling process, A FIRST COURSE IN MATHEMATICAL MODELING, 4th Edition delivers an excellent balance of theory and practice, giving students hands-on experience developing and sharpening their skills in the modeling process. Throughout the book, students practice key facets of modeling, including creative and empirical model construction, model analysis, and model research. The authors apply a proven six-step problem-solving process to enhance students' problem-solving capabilities -- whatever their level. Rather than simply emphasizing the calculation step, the authors first ensure that students learn how to identify problems, construct or select models, and figure out what data needs to be collected. By involving students in the mathematical process as early as possible -- beginning with short projects -- the book facilitates their progressive development and confidence in mathematics and modeling. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Author: Alison L. Bailey
Publisher: Corwin Press
ISBN: 1506358861
Category : Education
Languages : en
Pages : 241
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Book Description
Because content and language learning go hand in hand New content standards integrate content and language in ways prior standards have never done. That’s why it’s so critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here’s your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage’s all-new Progressing Students’ Language Day by Day. What’s so utterly ground-breaking about this book is Bailey and Heritage’s Dynamic Language Learning Progression (DLLP) process: research-based tools for obtaining much deeper insight into a student’s language progress, then for identifying the most appropriate instructional steps to elevate language proficiency and content knowledge. Step by step, Bailey and Heritage describe how to Engage with students to advance their development of sophisticated, high-leverage language features for explaining content Use the DLLP approach to formative assessment, then plan your teaching in response to assessment evidence Examine words, sentences, and discourse --the three dimensions of language that are part of the DLLP process for cultivating language development Discover how leadership support and communities of practice (CoPs) can facilitate a successful and sustainable implementation of the DLLP process Listen more closely and uncover new ways to advance content learning with Progressing Students’ Language Day by Day directly by your side. “Alison Bailey and Margaret Heritage open our eyes to the often invisible and context-specific language demands embedded in content learning. Understanding the ubiq¬uitous and highly influential role of language in learning takes time and effort but leads to transformative practice. Progressing Students’ Language Learning Day by Day offers an insightful and concrete framework to begin this transformation.” — Paola Uccelli, Professor of Education, Harvard University
