Opening the Research Text

Critical Insights and In(ter)Ventions Into Mathematics Education
2008. Auflage 2007
ISBN: 978-0-387-75463-5
Verlag: Springer Us

Buch, Englisch, 260 Seiten, Format (B × H): 165 mm x 246 mm, Gewicht: 1250 g

Reihe: Mathematics Education Library

An innovative contribution to educational research is to be found in this book. The book addresses the need to generate texts that assist educators and future educators in taking up new research and making sense of it. It offers unique approaches to interpreting research within the mathematics education field and takes its place in a growing set of resources. The book will appeal to teacher educators, student teachers, and mathematics education researchers alike.

Zielgruppe

Research

Autoren/Hrsg.

De Freitas, Elizabeth

Nolan, Kathleen

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Foreword to the Research Text: Mathematics Education Under Cross-Examination.- Best Evidence Research Redefined In Mathematics Education.- Psychosocial Processes in Mathematics Education.- The Teacher as Midwife: what can Mathematics Education Research Learn from Obstetrics?.- Mathematics and Mathematics Education--Deconstructing the Math Wars.- Pinning A Problem in Mathematics Education.- Writing as the Intrusive Third Space.- Opening the Mathematics Text: What Does It Say?.- Huh?!.- Opening up the Text--Starting in the Middle.- Timeless Pleasure.- Comforting Narratives of Compliance: Psychoanalytic Perspectives on New Teacher Responses to Mathematics Policy Reform.- The Promise of Disrupting Comforting Narratives of Compliance.- The (Com)Promises of Disrupting Comforting Narratives of Compliance.- Power Distribution in The Network of Mathematics Education Practices.- A Landscape of Power Distribution.- Living the Landscape with/in A Thrice-Told Tale.- Mathematics Education in A Knowledge Market: Developing Functional and Critical Competencies.- More Than Mark(Et) Driven? Scenes from A Continuing Conversation.- Living Mathematically: A Poet's Response.- Building Political Relationships with Students: an Aspect of Social Justice Pedagogy.- Fear of The Political.- Critiquing Knowledge, Challenging Oppression and Standing in Solidarity in Teacher Education.- A Life for Aprile: Social Justice As A Search of/for the Soul.- Afterword: Bootleg Mathematics.

Über Autor(innen)

Elizabeth de Freitas is Assistant Professor in the Faculty of Education, University of Prince Edward Island. She teaches elementary, intermediate and secondary Mathematics methods courses. She also teaches courses on Culture and Society and Postmodern Research Theory to Master of Education students. She coordinates a “Narrative Group” for graduate students using various narrative forms of inquiry. Elizabeth's current research interest include: mathematics teacher identity, critical pedagogy, mathematical discourse and writing, and issues in research methodology.

Kathleen Nolan is Associate Professor in the Faculty of Education, University of Regina. She teaches undergraduate courses in mathematics and science curriculum in both elementary and secondary teacher education programs, as well as graduate courses in curriculum theory. Kathleen's current research interests include teacher education, mathematics and science epistemology, and critical and narrative research methodologies.