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Author: Stephen I. Brown
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN:
Category : Education
Languages : en
Pages : 304
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Book Description
This book offers a critique of two major themes of the modern reform movement in mathematics education: problem solving and the applications of mathematics to the «real world». In examining the educational fallacy inherent in the impulse to move unflinchingly from «problem» to «problem solving», Stephen I. Brown demonstrates the potential of mathematical reflection to reveal aspects of self and society that have been suppressed in curriculum. He then argues that in seeking connections between mathematics and the «real world», we have tended to reduce their relationship to one of modeling. Furthermore, in constructing what is «real» in an overly concrete way, we have lost sight of the wonder of what is «real» in both mathematics and the world. Brown explores alternative text formats, including that of the novel and the Talmud, as vehicles to rejuvenate the educational potential of problems and of real world connections.
Author: Stephen I. Brown
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN:
Category : Education
Languages : en
Pages : 304
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Book Description
This book offers a critique of two major themes of the modern reform movement in mathematics education: problem solving and the applications of mathematics to the «real world». In examining the educational fallacy inherent in the impulse to move unflinchingly from «problem» to «problem solving», Stephen I. Brown demonstrates the potential of mathematical reflection to reveal aspects of self and society that have been suppressed in curriculum. He then argues that in seeking connections between mathematics and the «real world», we have tended to reduce their relationship to one of modeling. Furthermore, in constructing what is «real» in an overly concrete way, we have lost sight of the wonder of what is «real» in both mathematics and the world. Brown explores alternative text formats, including that of the novel and the Talmud, as vehicles to rejuvenate the educational potential of problems and of real world connections.
Author: Deborah Schifter
Publisher:
ISBN: 9780807732052
Category : Education
Languages : en
Pages : 216
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Book Description
In recent years, a consensus has emerged around a constructivist vision for mathematics education, but few have seriously considered how to realise this vision. Employing case studies, the authors provide images of what is possible with this new mathematics pedagogy. Reconstructing Mathematics Education contains the experiences of teachers who, guided by evolving constructivist understandings of mathematics learning, work to bring the vision to life in their day-to-day practice.
Author: Margaret Morrison
Publisher:
ISBN: 0199380279
Category : Mathematics
Languages : en
Pages : 345
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Book Description
Attempts to understand various aspects of the empirical world often rely on modelling processes that involve a reconstruction of systems under investigation. Typically the reconstruction uses mathematical frameworks like gauge theory and renormalization group methods, but more recently simulations also have become an indispensable tool for investigation. This book is a philosophical examination of techniques and assumptions related to modelling and simulation with the goal of showing how these abstract descriptions can contribute to our understanding of the physical world. Particular issues include the role of fictional models in science, how mathematical formalisms can yield physical information, and how we should approach the use of inconsistent models for specific types of systems. It also addresses the role of simulation, specifically the conditions under which simulation can be seen as a technique for measurement, replacing more traditional experimental approaches. Inherent worries about the legitimacy of simulation "knowledge" are also addressed, including an analysis of verification and validation and the role of simulation data in the search for the Higgs boson. In light of the significant role played by simulation in the Large Hadron Collider experiments, it is argued that the traditional distinction between simulation and experiment is no longer applicable in some contexts of modern science. Consequently, a re-evaluation of the way and extent to which simulation delivers empirical knowledge is required. "This is a, lively, stimulating, and important book by one of the main scholars contributing to current topics and debates in our field. It will be a major resource for philosophers of science, their students, scientists interested in examining scientific practice, and the general scientifically literate public."-Bas van Fraassen, Distinguished Professor of Philosophy, San Francisco State University
Author: Deborah Schifter
Publisher:
ISBN: 9780807734841
Category : Education
Languages : en
Pages : 190
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Book Description
These teacher narratives explore some challenges posed by the new mathematics pedagogy for the multiple identities teachers are being asked to enact professionally: as mathematical thinkers, acquiring the needed understandings of mathematics content and modes of thought; as managers of classroom process, and much more.
Author: Laurent Mazliak
Publisher: Springer Nature
ISBN: 3030616835
Category : Science
Languages : en
Pages : 373
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Book Description
This book is a consequence of the international meeting organized in Marseilles in November 2018 devoted to the aftermath of the Great War for mathematical communities. It features selected original research presented at the meeting offering a new perspective on a period, the 1920s, not extensively considered by historiography. After 1918, new countries were created, and borders of several others were modified. Territories were annexed while some countries lost entire regions. These territorial changes bear witness to the massive and varied upheavals with which European societies were confronted in the aftermath of the Great War. The reconfiguration of political Europe was accompanied by new alliances and a redistribution of trade – commercial, intellectual, artistic, military, and so on – which largely shaped international life during the interwar period. These changes also had an enormous impact on scientific life, not only in practice, but also in its organization and communication strategies. The mathematical sciences, which from the late 19th century to the 1920s experienced a deep disciplinary evolution, were thus facing a double movement, internal and external, which led to a sustainable restructuring of research and teaching. Concomitantly, various areas such as topology, functional analysis, abstract algebra, logic or probability, among others, experienced exceptional development. This was accompanied by an explosion of new international or national associations of mathematicians with for instance the founding, in 1918, of the International Mathematical Union and the controversial creation of the International Research Council. Therefore, the central idea for the articulation of the various chapters of the book is to present case studies illustrating how in the aftermath of the war, many mathematicians had to organize their personal trajectories taking into account the evolution of the political, social and scientific environment which had taken place at the end of the conflict.
Author: Harold Ordway Rugg
Publisher: Forgotten Books
ISBN: 9781330174722
Category : Education
Languages : en
Pages : 212
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Book Description
Excerpt from Scientific Method in the Reconstruction of Ninth-Grade Mathematics Ninth-grade mathematics in American high schools needs to be completely reconstructed. What we teach and how we teach it both must come in for most minute scrutiny and evaluation. More than one-half of the present subject-matter that we now teach our pupils will never be used by the vast majority; neither in subsequent courses in the high school, in occupational or other life-activities beyond the school, or even by that fraction of percent of the population that engages in the various scientific professions. We make large claims for our instruction on the ground that we are training children to think intelligently. It will be very difficult to substantiate these claims. The very organization of our course of study tends to inhibit this, even in the most intelligent of our departments. Eighty percent of the ninth-grade course offers little or no opportunity to meet real problem situations. Our textbooks emphasize habit formation and rote memory, and these textbooks almost exactly determine the course of study. Furthermore, it is relatively common to fail from 20 to 30 percent of our students. The evidence shows that this cannot be justified. It shows furthermore that the difficulty can be attributed, not only to the dead wood in the curriculum, but to the fact that not one of the currently used textbooks is thoroughly organized with respect to the learning of ninth-grade students. The candid judgment, joint and several, of teachers of advanced mathematical and scientific subjects, of employers of labor, and of educational critics and reformers agrees with the conclusion of the scientific investigator who has measured results more objectively: ninthgrade mathematics cannot merely be rearranged or reorganized. It must be rebuilt from the ground up. This is a sweeping indictment of one of our most strongly intrenched subjects of study. The phraseology is necessarily dogmatic. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Author: Rina Zazkis
Publisher: IAP
ISBN: 1617354899
Category : Education
Languages : en
Pages : 139
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Book Description
This book is grounded in the author’s experiences of teaching mathematics for prospective elementary school teachers and conducting research on their understanding of mathematical concepts. It is a reflection on practice and an attempt to cope with a double challenge: that of a teacher, in helping prospective teachers make sense of mathematics, and that of a researcher, in an attempt to understand and describe the challenges faced by students. This work fits within the current community interest on teacher education and provides a novel focus, with both theoretical and practical considerations. The central claim in this book is that encounters with mathematical content by prospective elementary school teachers constitute relearning, rather than learning, of mathematics. The specific focus is on topics related to elementary number theory (e.g. divisibility, prime factorization), which is referred to as a “forgotten queen” (following Gauss’ reference to number theory as a queen of mathematics). This is the content area that has not received significant attention in mathematics education research. The book can be summarized as an attempt to address the following questions: What is relearning of mathematical content and how is it similar to or different from learning? What are the examples of specific mathematical topics or concepts that require relearning? What pedagogical approaches can support relearning? The detailed analysis of research data and pedagogical approaches presented in the book are intertwined with stories of personal experiences of the author, which makes the reading not only intellectually stimulating but also enjoyable.
Author: Edna May Feltges
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
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Book Description
Author: Harold Ordway Rugg
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 220
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Book Description
Author: Ernst Rudolph Breslich
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages :
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Book Description
