The politics of mathematics education:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Dordrecht [u.a.]
Reidel
1987
|
| Schriftenreihe: | Mathematics education library
[4] |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XV, 249 S. Ill. |
| ISBN: | 9027723508 |
Internformat
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| 245 | 1 | 0 | |a The politics of mathematics education |c Stieg Mellin-Olsen |
| 264 | 1 | |a Dordrecht [u.a.] |b Reidel |c 1987 | |
| 300 | |a XV, 249 S. |b Ill. | ||
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| 490 | 1 | |a Mathematics education library |v [4] | |
| 650 | 4 | |a Mathématiques - Étude et enseignement | |
| 650 | 7 | |a Onderwijs |2 gtt | |
| 650 | 7 | |a Onderwijsbeleid |2 gtt | |
| 650 | 7 | |a Politieke aspecten |2 gtt | |
| 650 | 7 | |a Wiskunde |2 gtt | |
| 650 | 4 | |a Mathematik | |
| 650 | 4 | |a Politik | |
| 650 | 4 | |a Unterricht | |
| 650 | 4 | |a Mathematics |x Study and teaching | |
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Datensatz im Suchindex
| _version_ | 1804119754462461952 |
|---|---|
| adam_text | TABLE OF CONTENTS
EDITORIAL PREFACE xi
FOREWORD xiii
INTRODUCTION 1
1. ACTIVITY THEORY 18
1.1. From Piaget to Vygotsky 18
1.1.1. On Piaget 18
1.1.2. Folk Mathematics 20
1.1.3. Burner s Modes of Representation 25
1.1.4. The Advantages of Vocational Schools 27
Y 1.1.5. Vygotsky 29
1.2. The Foundation 30
1.2.1. Is Educational Activity Possible? 30
1.2.2. Levels of Activity 33
1.2.3. Activity Is a Political Concept 37
1.2.4. Activity Is Social 38
1.2.5. Communication Is Part of Activity 41
1.2.6. Internalisation 43
1.2.7. Tools 47
1.2.8. The Role of Speech 50
1.2.9. The Discovery of a Thinking tool 51
1.2.10. On Functional Literacy 54
1.2.11. Summary 56
1.3. Dimensions for Education 57
1.3.1. In Search of Educational Activity 57
1.3.2. The Samba School 59
1.3.3. The Laboratory 62
1.3.4. An IOWO Project 62
vii
viii TABLE OF CONTENTS
1.3.5. The Past and the Future Dimension 65
1.3.6. The Narrowing widening Dimension 72
1.3.7. The Inter intrapersonal Dimension 75
2. MATHEMATICS AS A LANGUAGE 77
2.1. Theory 77
2.1.1. Introducing the Topic 77
2.1.2. Preparation for Written Language 78
2.1.3. The Ogden Richards Triangle (O. R.) 80
2.1.4. The Heines Triangle 83
2.1.5. Variations of H. triangles 84
2.1.6. Case 3 87
2.1.7. Two Case Studies 88
2.1.8. The Relationships between LI and L2 89
2.1.9. Case 4 91
2.2. Beginning Mathematics 93
2.2.1. Starting Up 93
2.2.2. On Method 96
2.2.3. About Projects 97
2.2.4. Some Projects of Beginning Mathematics 98
2.2.5. Summary 105
2.3. Algorithms 105
2.3.1. Definition 105
2.3.2. Algorithmic Actions 106
2.3.3. A Metaconcept of Algorithms 108
2.3.4. Progressive Schematising 110
3. LEARNING FROM ANTHROPOLOGY 113
3.1. Relationships between Verbal and Non verbal Mathe¬
matics 113
3.1.1. The Importance of Non verbal Mathematics 113
3.1.2. Research about Non verbal Mathematics 114
3.1.3. Language and Culture 117
TABLE OF CONTENTS ix
3.2. The Sapir Whorf Hypothesis 118
3.2.1. A Language Dominance over Thinking? 118
3.2.2. Language Development as Part of Activity 122
3.3. From One Culture to Another 123
3.3.1 Not Only Euclid 123
3.3.2. Pinxten s Solutions 124
3.3.3. Who Is to Decide What Is the Best Solution? 128
3.3.4. The Kpelle School Child 129
3.3.5. Visualisation and Activity: Some Examples 131
3.4. On UFORS (Universal Frames of Reference) 139
3.4.1. Old Friends 139
3.4.2. Pinxten s Strategy 141
3.4.3. On Chomsky 142
3.4.4. Critique of the Paradigm of Universal Grammars 144
3.4.5. The Berlin Kay Research 146
3.4.6. The Claim for Social Anthropology 148
3.4.7. Towards a Social Psychology 149
4. LEARNING FROM PSYCHOLOGY 151
4.1. Symbolic Interactionism 151
4.1.1. Understanding Activity 151
4.1.2. The Sociologist s Psychology 152
4.1.3. From the Generalised Other to Ideology 153
4.1.4. Rationality for Learning 156
4.1.5. Some Limitations of Social Interactionism 160
4.2. Psychoanalysis 163
4.2.1. A Linguistic Perspective 163
4.2.2. Activity Theory and Psychoanalysis 164
4.2.3. Ideological Forces as Repressive Forces 166
4.2.4. Repressed Knowledge Does Not Disappear 168
4.2.5. The Unconscious as a Language 169
4.2.6. Linguistic Registers as Oppressive Forces 171
4.2.7. Summary 173
X TABLE OF CONTENTS
4.3. Communication Theory 175
4.3.1. Institutions Communicate 175
4.3.2. Metalearning 176
4.3.3. The Dialectics between Learning and Meta¬
learning 178
/* 4.3.4. Children s Metaconcept of Mathematics 182
4.3.5. The Double bind 183
4.3.6. Double binds in Education 185
4.3.7. Responsibility 188
4.3.8. Summary 189
5. POLITICISING MATHEMATICS EDUCATION 191
5.1. On Ideology, Hegemony and Resistance 191
5.1.1. Mathematics Education Is Political 191
5.1.2. Reproduction of Society 192
5.1.3. The Pupil as a Purveyor of Ideology 194
5.1.4. Resistance 197
5.1.5. Activity as a Drive for Ideology Production 201
5.1.6. From Critical Awareness Towards Activity 202
5.2. From Critical Awareness to Activity 205
5.2.1. Conscientisation 206
5.2.2. The Cultural Circles 207
5.2.3. Between Conscientisation and Activity 210
5.2.4. Politicising Mathematics: Challenging Ideologies 211
5.2.5. Health Careers 216
5.2.6. Using the Micro 219
5.2.7. The Importance of the End product 220
5.2.8. Which Mathematics? 221
5.2.9. The Dialectics between Inside and Outside
Mathematics 223
NOTES 225
REFERENCES 232
INDEX OF NAMES 241
INDEX OF SUBJECTS 244
|
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| discipline | Mathematik |
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| language | English |
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| series | Mathematics education library |
| series2 | Mathematics education library |
| spelling | Mellin-Olsen, Stieg Verfasser aut The politics of mathematics education Stieg Mellin-Olsen Dordrecht [u.a.] Reidel 1987 XV, 249 S. Ill. txt rdacontent n rdamedia nc rdacarrier Mathematics education library [4] Mathématiques - Étude et enseignement Onderwijs gtt Onderwijsbeleid gtt Politieke aspecten gtt Wiskunde gtt Mathematik Politik Unterricht Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Kulturanthropologie (DE-588)4133903-4 gnd rswk-swf Mathematikunterricht (DE-588)4037949-8 s Kulturanthropologie (DE-588)4133903-4 s DE-604 Mathematics education library [4] (DE-604)BV000020735 4 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=003467972&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Mellin-Olsen, Stieg The politics of mathematics education Mathematics education library Mathématiques - Étude et enseignement Onderwijs gtt Onderwijsbeleid gtt Politieke aspecten gtt Wiskunde gtt Mathematik Politik Unterricht Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd Kulturanthropologie (DE-588)4133903-4 gnd |
| subject_GND | (DE-588)4037949-8 (DE-588)4133903-4 |
| title | The politics of mathematics education |
| title_auth | The politics of mathematics education |
| title_exact_search | The politics of mathematics education |
| title_full | The politics of mathematics education Stieg Mellin-Olsen |
| title_fullStr | The politics of mathematics education Stieg Mellin-Olsen |
| title_full_unstemmed | The politics of mathematics education Stieg Mellin-Olsen |
| title_short | The politics of mathematics education |
| title_sort | the politics of mathematics education |
| topic | Mathématiques - Étude et enseignement Onderwijs gtt Onderwijsbeleid gtt Politieke aspecten gtt Wiskunde gtt Mathematik Politik Unterricht Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd Kulturanthropologie (DE-588)4133903-4 gnd |
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