Buch, Englisch, 306 Seiten, Format (B × H): 155 mm x 233 mm, Gewicht: 1000 g
Interpreting Hermeneutics and Post-Structuralism
Buch, Englisch, 306 Seiten, Format (B × H): 155 mm x 233 mm, Gewicht: 1000 g
Reihe: Mathematics Education Library
ISBN: 978-0-7923-6969-1
Verlag: Springer Netherlands
Contemporary thinking on philosophy and the social sciences has primarily focused on the centrality of language in understanding societies and individuals; important developments which have been under-utilised by researchers in mathematics education. In this revised and extended edition this book reaches out to contemporary work in these broader fields, adding new material on how progression in mathematical learning might be variously understood.
A new concluding chapter considers how teachers experience the new demands they face.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
- Mathematik | Informatik Mathematik Mathematik Allgemein Philosophie der Mathematik
- Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines Ausbildung, Jobs, Karriere: Naturwissenschaften, Technik, Medizin
- Geisteswissenschaften Philosophie Philosophie der Mathematik, Philosophie der Physik
- Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
Weitere Infos & Material
Short Review of Recent Research.- 1. Hermeneutics and Mathematics Education.- Action and Meaning.- Phenomenology.- Hermeneutics.- Hermeneutics and Education.- Towards an Hermeneutical Understanding of Mathematics.- 2. The Production of Mathematical Meaning: A Post-Structuralist Perspective.- Post-Structuralism: A Radical Form of Hermeneutics.- Post-Structuralism, Education and Mathematics.- Saussurian Linguistics and Mathematics.- Self-Reflexivity in Mathematical Engagement.- Creating and Inheriting Mathematics.- 3. Sharing Mathematical Perspectives.- Discourse or Reality?.- Locating Mathematical Knowledge.- Assessing Mathematical Activity.- Combining Language and Experience.- 4. Some Lessons.- 5. The Phenomenology of the Mathematics Classroom.- Personal Space.- Appresentational Association.- Acting in the Supposed World.- 6. Teacher-Student Interactions.- 7. Narratives of Learning Mathematics.- Multiple Accounts.- The Transition from Arithmetical to Algebraic Thinking.- Storying Transition.- Semantic Innovation.- Concluding Comments.- 8. Mathematics and Language.- 9. Developing Teacher Practice.- Writing as a Mechanism for Professional Development.- Building a Professional Discourse of Mathematics Teaching within an Initial Training Course.- Building an Understanding of the Teacher’s Task through Practitioner Enquiry.- 10. Mathematical Cultures.- 11. The Social Constitution of Mathematics.- References.- Name Index.
