A Contemporary Theory of Mathematics Education Research
Springer International Publishing (Verlag)
978-3-030-55102-5 (ISBN)
In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world hasof itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme.
The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.
lt;b> Tony Brown is Professor of Mathematics Education at Manchester Metropolitan University. His research mainly considers mathematics education and teacher education through the lens of contemporary social theory. He has written nine previous books and many journal articles in these areas.
Introduction.- Reason to believe in mathematics.- The social packaging of mathematical learning in schools.- The ideology of mastering the curriculum (with Peter Pawlik).- The social administration of mathematics subject knowledge through teacher education.- The point of my own teaching.- Rethinking objectivity and subjectivity.- Subjectivity and cultural adjustment: a response to socio-culturalism.- The evolution of mathematics.
"I believe that this volume is extremely important ... for all those involved in Teacher Education and therefore for the readers of this journal. ... Brown's book provides an innovative viewpoint for anyone involved in teacher education because it allows ... rethink the relationship between Mathematics and subjectivity. ... Brown's book offers many hints for thought that may be interesting to the audience of Journal of Mathematics Teacher Education, and more generally to all those involved in Mathematics teacher education." (Alessandro Ramploud, Journal of Mathematics Teacher Education, Vol. 25 (6), 2022)
“I believe that this volume is extremely important … for all those involved in Teacher Education and therefore for the readers of this journal. … Brown’s book provides an innovative viewpoint for anyone involved in teacher education because it allows … rethink the relationship between Mathematics and subjectivity. … Brown’s book offers many hints for thought that may be interesting to the audience of Journal of Mathematics Teacher Education, and more generally to all those involved in Mathematics teacher education.” (Alessandro Ramploud, Journal of Mathematics Teacher Education, Vol. 25 (6), 2022)
| Erscheinungsdatum | 08.10.2021 |
|---|---|
| Zusatzinfo | XXI, 151 p. 15 illus., 11 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 279 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Schlagworte | Contemporary research in mathematics education. • Improve mathematics teaching • Learning and Instruction • mathematics education • Mathematics teacher education • Psychoanalytic theory in mathematics education • Psychology of mathematics learning • Qualitative research in mathematics education • Social theory of mathematics education • Social theory on mathematical learning • Sociology of mathematics learning |
| ISBN-10 | 3-030-55102-4 / 3030551024 |
| ISBN-13 | 978-3-030-55102-5 / 9783030551025 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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