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Author: Christopher H. Dubbs
Publisher:
ISBN: 9781952352058
Category : Education
Languages : en
Pages : 190
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Book Description
The field of mathematics education is the product of many people writing around some (disparate) ideas that have congealed into the semblance of a thing that looks solid, that looks fixed. The field is, however, a foam: a volatile substance made from many bubbles (foci) emerging, popping, merging, and splitting. Following in the genealogical tradition of Michel Foucault, I look back at the emergence of this field called mathematics education research to trace the emergence of foci of study. By looking at those articles published between 1970 and 2019 in the Journal for Research in Mathematics Education (JRME), as well as those published since 2010 in for the learning of mathematics (flm) and Educational Studies in Mathematics (ESM), the results of this citation network analysis show that the foci of the field have not been fixed nor is there consensus around so-called proper foci today. This fluid and dissensual nature of our evolving field gives me hope. What mathematics education research is today is not a natural inevitability, but the product of human action, the collision of incident, orthogonal, and/or opposite forces, and while its trajectory is tied to its origins, it is not tied to it deterministically. The field of mathematics education research, as it has been, limits what we can say is mathematics education research, see as counting as mathematics education research, think as mathematics education, and do in the name of mathematics education research. These limits on what can be seen, said, thought, and done in the name of mathematics education research, what is (non)sensical, constitute a distribution of the sensible. This book serves as an outline and perturbation of those sensible limits.
Author: Christopher H. Dubbs
Publisher:
ISBN: 9781952352058
Category : Education
Languages : en
Pages : 190
Get Book Here
Book Description
The field of mathematics education is the product of many people writing around some (disparate) ideas that have congealed into the semblance of a thing that looks solid, that looks fixed. The field is, however, a foam: a volatile substance made from many bubbles (foci) emerging, popping, merging, and splitting. Following in the genealogical tradition of Michel Foucault, I look back at the emergence of this field called mathematics education research to trace the emergence of foci of study. By looking at those articles published between 1970 and 2019 in the Journal for Research in Mathematics Education (JRME), as well as those published since 2010 in for the learning of mathematics (flm) and Educational Studies in Mathematics (ESM), the results of this citation network analysis show that the foci of the field have not been fixed nor is there consensus around so-called proper foci today. This fluid and dissensual nature of our evolving field gives me hope. What mathematics education research is today is not a natural inevitability, but the product of human action, the collision of incident, orthogonal, and/or opposite forces, and while its trajectory is tied to its origins, it is not tied to it deterministically. The field of mathematics education research, as it has been, limits what we can say is mathematics education research, see as counting as mathematics education research, think as mathematics education, and do in the name of mathematics education research. These limits on what can be seen, said, thought, and done in the name of mathematics education research, what is (non)sensical, constitute a distribution of the sensible. This book serves as an outline and perturbation of those sensible limits.
Author: Christopher Harold Dubbs
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 238
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Book Description
The field of mathematics education does not exist per se, but rather is the product of many people writing around some (disparate) ideas that have congealed into the semblance of a thing that looks solid, that looks fixed, but really is a foam: a volatile substance made from many bubbles emerging, popping, merging, and splitting. Following in the genealogical tradition of Michel Foucault, I look back at the emergence of this field called mathematics education research (foam) to trace the emergence of foci of study (bubbles). From the focus on teaching and learning and achievement differences in the 1970s to issues of inclusion, racial equity, and critical research methods in the 2010s, the foci of the field have not been fixed. This shift, the fluid nature of an evolving field gives me hope. What mathematics education research is is not a natural inevitability, but the product of human action, the collision of incident, orthogonal, and/or opposite forces, and its trajectory is tied to its origins, yet not deterministically.What has been done in the name of mathematics education research is not its natural inevitability but the product of these collisions of forces, this popping, merging, and splitting of bubbles, and those certain foci have merely gained dominance, imbuing them with a state of presumed inevitability. Since there is no natural start/origin, there is no naturally inevitable conclusion/destination and the field can grow in new/different/unexpected ways. By looking at those articles published between 1970 and 2019 in the Journal for Research in Mathematics Education (JRME), as well as those published since 2010 in for the learning of mathematics (flm) and Educational Studies in Mathematics (ESM), I provide a tracing of a field called mathematics education research. By mapping the citation relationships of these articles and their references in their entirety, I will identify the bubbles of research in each decade of interest (five from the JRME and one from each of flm and ESM). In addition, I will identify the bubbles that together constitute the foam of the field: the bubbles correspond to the different foci that, put together, share borders.Borrowing on Jacques Ranciere's distribution of the sensible, I believe that the field, as it has been, limits what we can say is mathematics education research, see as counting as mathematics education research, think as mathematics education, and do in the name of mathematics education research. These limits on what can be seen, said, thought, and done in the name of mathematics education research, what is (non)sensical, constitute a distribution of the sensible. This dissertation serves as a perturbation of those sensible limits.What follows in this dissertation is an elaboration of my theoretical orientations towards the field of mathematics education research itself: what constitutes the (im)possible, the (non)sensical, and the (im)proper. Then, I introduce graph theory though an introduction of citation network research methods, coupling both theories on the development of fields of research and computational methods for implementing citation network research. The methods, while I include their mathematical roots, will be presented by way of practicality: what software can accomplish which tasks with relative ease. Then, once the theories and methods are unpacked, the maps, the citation networks, will be presented at both bubble (micro-perspective of research foci) and foam (macro-perspective of what the bubbles together constitute) levels. These maps of the bubbles and foams (1970s-2010s JRME, 2000s flm, 2000s ESM) together constitute an atlas of mathematics education research as it has been and how it has evolved from the 1970s to today. Drawing on the genealogic process of Foucault, I conclude by celebrating the fact that what has been, and what currently is, is neither natural nor inevitable. Therefore, what can be in mathematics education research is limited only by our imaginations as a field.
Author: William J. Thompson
Publisher: Wiley-VCH
ISBN:
Category : Computers
Languages : en
Pages : 912
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Book Description
This comprehensive reference, which integrates analysis, algorithms and computer implementation, provides more than 150 special functions of the applied sciences with over 700 graphics of functions which can be created using the included CD-ROM.
Author: Lane Smith
Publisher: Roaring Brook Press
ISBN: 1626727562
Category : Juvenile Fiction
Languages : en
Pages : 44
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Book Description
Winner of the Kate Greenaway Medal When a young boy embarks on a journey alone . . . he trails a colony of penguins, undulates in a smack of jellyfish, clasps hands with a constellation of stars, naps for a night in a bed of clams, and follows a trail of shells, home to his tribe of friends. If Lane Smith's Caldecott Honor Book Grandpa Green was an homage to aging and the end of life, There Is a Tribe of Kids is a meditation on childhood and life's beginning. Smith's vibrant sponge-paint illustrations and use of unusual collective nouns such as smack and unkindness bring the book to life. Whimsical, expressive, and perfectly paced, this story plays with language as much as it embodies imagination, and was awarded the 2017 Kate Greenaway Medal. This title has Common Core connections.
Author: Paul Ernest
Publisher: Springer Nature
ISBN: 3031586832
Category : Electronic books
Languages : en
Pages : 508
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Book Description
This edited volume is an inquiry into the ethics of mathematics education, and to a lesser extent, the ethics of mathematics. The imposition of mathematics for all raises questions of ethics. What are the ethics of teaching school mathematics? What are the costs as well as the benefits? What are the ethical issues raised by the official aims of mathematics teaching, the planned curriculum, the pedagogies employed in school and college mathematics and the assessment systems? These questions are addressed in the book as well as what systems of ethics we might use. The volume ventures into a burgeoning new field. It offers a unique set of investigations, both theoretical and in terms of practices. It announces the ethics of mathematics education as a new subfield of research and includes valuable contributions from many of the best-known researchers in mathematics education; additionally, it is a valuable resource for students, teachers and researchers in the field. This is an enduring and classic source book in the field. From the wisdom of leading scholars to the little heard voices of students, this collection offers the reader many striking new insights into the ethics of mathematics and education.
Author: Peter Appelbaum
Publisher: Routledge
ISBN: 1135892245
Category : Education
Languages : en
Pages : 369
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Book Description
This "alternative textbook" integrates pedagogy and content exploration in ways that are unique in mathematics education, provoking new ideas for making mathematics education meaningful to teachers at all levels as well as their students.
Author: Fulvia Furinghetti
Publisher: Springer
ISBN: 3319682946
Category : Education
Languages : en
Pages : 323
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Book Description
This book offers insights into the history of mathematics education, covering both the current state of the art of research and the methodology of the field. History of mathematics education is treated in the book as a part of social history. This book grew out of the presentations delivered at the International Congress on Mathematics Education in Hamburg. Modern development and growing internationalization of mathematics education made it clear that many urgent questions benefit from a historical approach. The chapters present viewpoints from the following countries: Belgium, Brazil, Cambodia, China, Cyprus, Germany, Iceland, Italy, the Netherlands, Russia,Spain and Sweden. Each chapter represents significant directions of historical studies. The book is a valuable source for every historian of mathematics education and those interested in mathematics education and its development.
Author: David E. Drew
Publisher: JHU Press
ISBN: 1421403412
Category : Education
Languages : en
Pages : 260
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Book Description
Proven strategies for reforming STEM education in America’s schools, colleges, and universities. One study after another shows American students ranking behind their international counterparts in the STEM fields—science, technology, engineering, and math. Businesspeople and cultural critics such as Bill Gates warn that this alarming situation puts the United States at a serious disadvantage in the high-tech global marketplace of the twenty-first century, and President Obama places improvement in these areas at the center of his educational reform. What can be done to reverse this poor performance and to unleash America’s wasted talent? David E. Drew has good news—and the tools America needs to keep competitive. Drawing on both academic literature and his own rich experience, Drew identifies proven strategies for reforming America’s schools, colleges, and universities, and his comprehensive review of STEM education in the United States offers a positive blueprint for the future. These research-based strategies include creative and successful methods for building strong programs in science and mathematics education and show how the achievement gap between majority and minority students can be closed. A crucial measure, he argues, is recruiting, educating, supporting, and respecting America’s teachers. Accessible, engaging, and hard hitting, STEM the Tide is a clarion call to policymakers, administrators, educators, and everyone else concerned about students’ participation in the STEM fields and America’s competitive global position.
Author: Kinga Szücs
Publisher: WTM-Verlag Münster
ISBN: 3942197731
Category : Juvenile Nonfiction
Languages : en
Pages : 107
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Book Description
ProMath is a small group of didacts of mathematics, who have the common scientific interest on problem solving activities in mathematics education. The 12th meeting of this group, the 12th international ProMath Conference was hold at the Friedrich-Schiller-University of Jena, Germany, 10-12 September 2010. This volume contains almost all the papers regarding to the presentations which were given during the meeting.
Author:
Publisher: Aaas Project 2061
ISBN: 9780871686688
Category : Science
Languages : en
Pages : 165
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Book Description
An oversized book with ambitious goals: That's the Atlas of Science Literacy. Asking -- then answering -- such vital questions as: -- What should students learn? -- When should they learn it -- and in what order? -- How does each strand of knowledge connect to other vital threads? This new educational tool from AAAS's Project 2061 graphically depicts connections among the learning goals established in Benchmarks for Science Literacy and Science for All Americans. The Atlas is a collection of 50 linked maps that show exactly how students from kindergarten through 12th grade can expand their understanding and skills toward specific science-literacy goals. But the maps don't just show the sequence of Benchmark ideas that lead to a goal. They also show the connections across different areas of mathematics, technology, and (of course) science -- including gravity, evolution and natural selection, the structure of matter, and the flow of matter and energy in ecosystems. This groundbreaking book is every school's road map to helping children learn science systematically. Using the Atlas of Science Literacy as your guide, trace the prerequisites for learning in each grade, make the connections to support science content, and show the way to the next steps to learning for your students.
