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Author: Leone L. Burton
Publisher: Springer Science & Business Media
ISBN: 1402079087
Category : Education
Languages : en
Pages : 327
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Book Description
It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality. The problem is that we have come to view mathematics as an arcane branch of knowledge that only a few can aspire to understand or grasp. The sense of separation between those who have the knowledge and those who do not, is present even amongst academics where many of the same skills and research practices exist - intuition, the use of symbolic structures and the use of intuition and insight. The more worrying aspect of this separation is the ever declining numbers of students choosing mathematics as part of their curriculum beyond the stage when it is mandatory. Even worse, it would seem that the mathematics community has created a discriminatory environment that deters many students from continuing beyond secondary and tertiary education. Exit interviews with graduates show a stark rejection of their previously chosen subject. What about mathematicians themselves - how do they see themselves? Do male and female mathematicians come to know their mathematics in different ways, do they tackle different problems with varying results for their status in the research community? Does the pervasive labelling that mathematics is a male domain arise because of a lack of role models for women or through its highly competitive, hierarchical nature? Are the negative labels often associated with mathematics, i. e.
Author: Leone L. Burton
Publisher: Springer Science & Business Media
ISBN: 1402079087
Category : Education
Languages : en
Pages : 327
Get Book Here
Book Description
It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality. The problem is that we have come to view mathematics as an arcane branch of knowledge that only a few can aspire to understand or grasp. The sense of separation between those who have the knowledge and those who do not, is present even amongst academics where many of the same skills and research practices exist - intuition, the use of symbolic structures and the use of intuition and insight. The more worrying aspect of this separation is the ever declining numbers of students choosing mathematics as part of their curriculum beyond the stage when it is mandatory. Even worse, it would seem that the mathematics community has created a discriminatory environment that deters many students from continuing beyond secondary and tertiary education. Exit interviews with graduates show a stark rejection of their previously chosen subject. What about mathematicians themselves - how do they see themselves? Do male and female mathematicians come to know their mathematics in different ways, do they tackle different problems with varying results for their status in the research community? Does the pervasive labelling that mathematics is a male domain arise because of a lack of role models for women or through its highly competitive, hierarchical nature? Are the negative labels often associated with mathematics, i. e.
Author: Leone L Burton
Publisher:
ISBN: 9789401571135
Category :
Languages : en
Pages : 276
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Book Description
Author: Sepideh Stewart
Publisher: Springer Nature
ISBN: 303134295X
Category :
Languages : en
Pages : 286
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Book Description
Author: Margaret Walshaw
Publisher: IAP
ISBN: 1607529114
Category : Mathematics
Languages : en
Pages : 266
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Book Description
This timely and accessible book presents a challenge to accepted wisdoms about both the nature of mathematics and of education. The authors of this groundbreaking volume bring to bear on this intersection a postmodern sensibility that engages with the grand narratives of mathematics education. Thus they provide a key resource for rethinking theory and practice in mathematics education. Each of the chapters develops important insights for mathematics education from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze. Each chapter addresses issues relevant to mathematics education, researching and teaching mathematics.
Author: Fiona Walls
Publisher: Springer Science & Business Media
ISBN: 1441905979
Category : Education
Languages : en
Pages : 285
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Book Description
Teaching and learning mathematics is a political act in which children, teachers, parents, and policy makers are made visible as subjects. As they learn about mathematics, children are also learning about themselves – who they are, who they might become. We can choose to listen or not to what children have to say about learning mathematics. Such choices constitute us in relations of power. Mathematical know-how is widely regarded as essential not only to the life chances of individuals, but also to the health of communities and the economic well-being of nations. With the globalisation of education in an increasingly market-oriented world, mathematics has received intensified attention in the first decade of the twenty-first century with a shifting emphasis on utilitarian aspects of mathematics. This is reflected in the reconceptualisation of mathematical competence as mathematical literacy, loosely conceived as those ways of thinking, reasoning and working “mathematically” that allow us to engage effectively in everyday situations, in many occupations, and the cut and thrust of world economies as active, empowered and participatory citizens. It is no surprise then that mathematics has become one of the most politically charged subjects in primary school curricula worldwide. We are experiencing an unprecedented proliferation of regional and national strategies to establish benchmarks, raise standards, enhance achievement, close gaps, and leave no child behind in mathematics education. Industries have sprung up around the design, administration and monitoring of standardised assessment to measure and compare children’s mathematical achievement against identified benchmarks and each other.
Author: Lyn D. English
Publisher: Routledge
ISBN: 1134626711
Category : Education
Languages : en
Pages : 1064
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Book Description
This third edition of the Handbook of International Research in Mathematics Education provides a comprehensive overview of the most recent theoretical and practical developments in the field of mathematics education. Authored by an array of internationally recognized scholars and edited by Lyn English and David Kirshner, this collection brings together overviews and advances in mathematics education research spanning established and emerging topics, diverse workplace and school environments, and globally representative research priorities. New perspectives are presented on a range of critical topics including embodied learning, the theory-practice divide, new developments in the early years, educating future mathematics education professors, problem solving in a 21st century curriculum, culture and mathematics learning, complex systems, critical analysis of design-based research, multimodal technologies, and e-textbooks. Comprised of 12 revised and 17 new chapters, this edition extends the Handbook’s original themes for international research in mathematics education and remains in the process a definitive resource for the field.
Author: Anne Watson
Publisher: Springer Science & Business Media
ISBN: 0387715770
Category : Education
Languages : en
Pages : 728
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Book Description
This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. No other books are available which take this view specifically in mathematics education. Thus it provides an up-to-date overview of developments and applications to which other researchers can refer and which will inspire future research.
Author: Leigh N Wood
Publisher: Springer Science & Business Media
ISBN: 9400729847
Category : Education
Languages : en
Pages : 193
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Book Description
This book considers the views of participants in the process of becoming a mathematician, that is, the students and the graduates. This book investigates the people who carry out mathematics rather than the topics of mathematics. Learning is about change in a person, the development of an identity and ways of interacting with the world. It investigates more generally the development of mathematical scientists for a variety of workplaces, and includes the experiences of those who were not successful in the transition to the workplace as mathematicians. The research presented is based on interviews, observations and surveys of students and graduates as they are finding their identity as a mathematician. The book contains material from the research carried out in South Africa, Northern Ireland, Canada and Brunei as well as Australia.
Author: Sung Je Cho
Publisher: Springer
ISBN: 3319171879
Category : Education
Languages : en
Pages : 917
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Book Description
This book comprises the full selected Regular Lectures from the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 4700 experts from 100 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. These selected Regular Lectures present the work of fifty-one prominent mathematics educators from all over the globe. The Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.
Author: Yuichi Handa
Publisher: Taylor & Francis
ISBN: 1136870539
Category : Education
Languages : en
Pages : 169
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Book Description
This book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject. In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaître sense is to know a person, a place, or even a thing—namely, an other— in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.
