Buch, Englisch, 377 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 752 g
Reihe: ICME-13 Monographs
Buch, Englisch, 377 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 752 g
Reihe: ICME-13 Monographs
ISBN: 978-3-319-77759-7
Verlag: Springer International Publishing
This book offers an up-to-date overview of the research on philosophy of mathematics education, one of the most important and relevant areas of theory. The contributions analyse, question, challenge, and critique the claims of mathematics education practice, policy, theory and research, offering ways forward for new and better solutions. The book poses basic questions, including: What are our aims of teaching and learning mathematics? What is mathematics anyway? How is mathematics related to society in the 21st century? How do students learn mathematics? What have we learnt about mathematics teaching? Applied philosophy can help to answer these and other fundamental questions, and only through an in-depth analysis can the practice of the teaching and learning of mathematics be improved. The book addresses important themes, such as critical mathematics education, the traditional role of mathematics in schools during the current unprecedented political, social, and environmental crises, and the way in which the teaching and learning of mathematics can better serve social justice and make the world a better place for the future.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
- Geisteswissenschaften Philosophie Philosophie der Mathematik, Philosophie der Physik
- Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
- Mathematik | Informatik Mathematik Mathematik Allgemein Philosophie der Mathematik
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
Weitere Infos & Material
PREFACE
Luis Radford
INTRODUCTION TO THE FIELD
Paul Ernest The Philosophy of Mathematics Education: An Overview
THE NATURE OF MATHEMATICS
Jean Paul van Bendegem Philosophy of Mathematical Practice: What is it All About?
Michael Otte The Philosophy of Mathematical Education between Platonism and the Computer
Catarina Dutilh Novaes A Dialogical Conception of Explanation in Mathematical Proofs
Melissa Andrade-Molina, Paola Valero, and Ole Ravn The amalgam of faith and reason: Euclid’s Elements and the scientific thinker
CRITICAL MATHEMATICS EDUCATION
Ole Skovsmose Students’ Foregrounds and Politics of Meaning in Mathematics Education
Eric ‘Rico’ Gutstein The Struggle is Pedagogical: Learning to Teach Critical Mathematics
Richard Barwell Some Thoughts on a Mathematics Education for Environmental Sustainability
Margaret Walshaw Epistemological Questions about School Mathematics
Brendan Larvor and Karen François The Concept of Culture in Critical Mathematics Education
Paul Ernest The Ethics of Mathematics: Is Mathematics Harmful?
PHILOSOPHICAL THEORY IN MATHEMATICS EDUCATION RESEARCH
Anna Sfard On the Need for Theory of Mathematics Learning and the Promise of ‘Commognition’
Ladislav Kvasz On the roles of Language in Mathematics Education
Uwe Schürmann The Separation of Mathematics from Reality in Scientific and Educational Discourse
Maria Aparecida Viggiani Bicudo Mathematics Education Actualized in the Cyberspace: a philosophical essay
PHILOSOPHY OF/IN TEACHING, LEARNING AND DOING MATHEMATICS
John Mason Making Distinctions: A Phenomenological Exploration in Mathematics Education
Michael Meyer Using Rules for Elaborating Mathematical Concepts
Nadia Stoyanova Kennedy Towards a Wider Perspective: Opening a Philosophical Space in the Mathematics Curriculum
Bronislaw Czarnocha, William Baker and Olen Dias Ockham Razor of Creativity Research in Mathematics Education
Regina Dorothea Möller Teaching of Velocity in Mathematics Classes – Chances for Philosophical Ideas
Hilary Povey, Gill Adams and Colin Jackson Time for Work: Finding Worth-While-Ness in Making Mathematics
Walther Paravicini, Jörn Schnieder and Ingrid Scharlau The Invisible Side of Mathematical Thinking: A Philosophical Approach
Jessica Kunsteller Developing Rules Due to the Use of Family Resemblances in Classroom Communication
BRIEF BIOGRAPHIES OF AUTHORS
