Theories of mathematics education: seeking new frontiers
Saved in:
| Other Authors: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Berlin [u.a.]
Springer
2010
|
| Series: | Advances in mathematics education
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Literaturangaben |
| Physical Description: | XXX, 668 S. graph. Darst. |
| ISBN: | 9783642007415 |
Staff View
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| 245 | 1 | 0 | |a Theories of mathematics education |b seeking new frontiers |c Bharath Sriraman ... ed. |
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Record in the Search Index
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| adam_text | CONTENTS PART I SURVEYING THEORIES AND PHILOSOPHIES OF MATHEMATICS
EDUCATION PREFACE TO PART I 3 JEREMY KILPATRICK REFERENCES 5 SURVEYING
THEORIES AND PHILOSOPHIES OF MATHEMATICS EDUCATION 7 BHARALH SRIRAMAN
AND LYN ENGLISH PRELIMINARY REMARKS 7 IMRE LAKATOS AND VARIOUS FORMS OF
CONSTRUCTIVISM 8 THEORY DEVELOPMENT 10 THEORY AND ITS ROLE IN
MATHEMATICS EDUCATION 12 CHANGES IN THEORETICAL PARADIGMS 13 ARE WE
PROGRESSING? 15 HOME-GROWN THEORIES VERSUS INTERDISCIPLINARY VIEWS 16
EUROPEAN SCHOOLS OF THOUGHT IN MATHEMATICS EDUCATION 18 DIDACTIQUE DES
MATHEMATIQUES*THE FRENCH TRADITION .... 19 THE ROYAUMONT SEMINAR 20
IMPACT OF THEORIES ON PRACTICE 24 CLOSING SUMMARY 25 REFERENCES 27 PART
II REFLECTIONS ON THEORIES OF LEARNING PREFACE TO PART II ERNEST S
REFLECTIONS ON THEORIES OF LEARNING 35 BHARATH SRIRAMAN AND NICK
HAVERHALS REFERENCES 38 BIBLIOGRAFISCHE INFORMATIONEN
HTTP://D-NB.INFO/992870798 DIGITALISIERT DURCH XIV CONTENTS REFLECTIONS
ON THEORIES OF LEARNING 39 PAUL ERNEST CONSTRUCTION 39 RADICAL
CONSTRUCTIVISM 41 ENACTIVISM 42 SOCIAL CONSTRUCTIVISM 43 IMPLICATIONS
FOR EDUCATIONAL PRACTICE 45 REFERENCES 46 COMMENTARY 1 ON REFLECTIONS ON
THEORIES OF LEARNING BY PAUL ERNEST . . 49 SIMON GOODCHILD REFERENCES 52
COMMENTARY 2 ON REFLECTIONS ON THEORIES OF LEARNING 53 PAUL ERNEST
REFERENCES 60 PART III ON THE THEORETICAL, CONCEPTUAL, AND PHILOSOPHICAL
FOUNDATIONS FOR RESEARCH IN MATHEMATICS EDUCATION PREFACE TO PART III 65
LYN D. ENGLISH REFERENCES 66 ON THE THEORETICAL, CONCEPTUAL, AND
PHILOSOPHICAL FOUNDATIONS FOR RESEARCH IN MATHEMATICS EDUCATION 67 FRANK
K. LESTER JR. ESTABLISHING A CONTEXT 67 THE ROLE OF THEORY 69 THE NATURE
OF RESEARCH FRAMEWORKS 69 TYPES OF FRAMEWORKS 70 THE INFLUENCE OF ONE S
PHILOSOPHICAL STANCE ON THE NATURE OF ONE S RESEARCH 75 A SYSTEM FOR
CLASSIFYING SYSTEMS OF INQUIRY 76 THE GOALS OF MER AND THE PLACE OF
FRAMEWORKS AND PHILOSOPHY . . 81 REFERENCES 83 COMMENTARY ON ON THE
THEORETICAL, CONCEPTUAL, AND PHILOSOPHICAL FOUNDATIONS FOR RESEARCH IN
MATHEMATICS EDUCATION 87 GUERSHON HAREL RIGI CONTENTS PART IV THEORIES
OF MATHEMATICS EDUCATION: IS PLURALITY A PROBLEM? PREFACE TO PART IV 97
NORMA PRESMEG THEORIES OF MATHEMATICS EDUCATION: IS PLURALITY A PROBLEM?
99 STEPHEN LERMAN INTRODUCTION 99 A LANGUAGE OF RESEARCH FIELDS 100
HIERARCHICAL DISCOURSES 100 VERTICAL KNOWLEDGE STRUCTURES 101 THEORIES
IN USE IN MATHEMATICS EDUCATION 103 DISCUSSION 106 CONCLUSION 108
REFERENCES 109 COMMENTARY ON THEORIES OF MATHEMATICS EDUCATION: IS
PLURALITY A PROBLEM? ILL EVA JABLONKA AND CHRISTER BERGSTEN EXPANSION OF
THE KNOWLEDGE ILL COMMUNICATION AND TRANSLATION BETWEEN DISCOURSES 113
THE SOCIAL TURN OR THE SOCIAL BRANCH? 114 A PLURALITY OF RIVAL
DISCOURSES WITHIN AN APPROACH-PARADIGM ? . 114 UNBALANCED THEORY
RECEPTION 115 CONCLUDING REMARK 116 REFERENCES 117 PART V
RE-CONCEPTUALIZING MATHEMATICS EDUCATION AS A DESIGN SCIENCE PREFACE TO
PART V 121 LYN D. ENGLISH REFERENCES 122 RE-CONCEPTUALIZING MATHEMATICS
EDUCATION AS A DESIGN SCIENCE 1 23 RICHARD LESH AND BHARATH SRIRAMAN A
BRIEF HISTORY OF OUR FIELD 123 WHAT IS A DESIGN SCIENCE? 124
OBSERVATIONS ABOUT MATHEMATICS EDUCATION AS A DISTINCT FIELD OF
SCIENTIFIC INQUIRY 128 PRELIMINARY IMPLICATIONS FOR MATHEMATICS
EDUCATION 130 MOS XVI CONTENTS LACK OF CUMULATIVENESS IS OUR FOREMOST
PROBLEM 139 SUMMARY*COMPARING IDEOLOGIES, THEORIES AND MODELS 142
CONCLUDING POINTS 143 REFERENCES 145 COMMENTARY 1 ON RE-CONCEPTUALIZING
MATHEMATICS EDUCATION AS A DESIGN SCIENCE 147 MIRIAM AMIT REFERENCES 149
COMMENTARY 2 ON RE-CONCEPTUALIZING MATHEMATICS EDUCATION AS A DESIGN
SCIENCE 151 CLAUS MICHELSEN REFERENCES 156 COMMENTARY 3 ON
RE-CONCEPTUALIZING MATHEMATICS EDUCATION AS A DESIGN SCIENCE 159 DAVID
N. BOOTE ANALYSIS OF ARGUMENTS SUPPORTING DESIGN RESEARCH 159
OVER-STATING THE BENEFITS OF DESIGN SCIENCE 161 NEO-LIBERAL LOGIC OF
EMPLOYMENT 162 EDUCATING DESIGN SCIENTISTS 164 CONCLUSIONS 166
REFERENCES 167 PART VI THE FUNDAMENTAL CYCLE OF CONCEPT CONSTRUCTION
UNDERLYING VARIOUS THEORETICAL FRAMEWORKS PREFACE TO PART VI 171 STEPHEN
J. HEGEDUS THE FUNDAMENTAL CYCLE OF CONCEPT CONSTRUCTION UNDERLYING
VARIOUS THEORETICAL FRAMEWORKS 173 JOHN PEGG AND DAVID TALL INTRODUCTION
173 LOCAL CYCLES 176 PROCESS-OBJECT ENCAPSULATION 179 SIMILAR CYCLES IN
DIFFERENT MODES 182 SOLO AND LOCAL CYCLES OF DEVELOPMENT 184
DEVELOPMENTS IN GLOBAL AND LOCAL THEORY 187 DISCUSSION 189 REFERENCE
CONTENTS XVII COMMENTARY ON THE FUNDAMENTAL CYCLE OF CONCEPT
CONSTRUCTION UNDERLYING VARIOUS THEORETICAL FRAMEWORKS 193 BETTINA DAHL
INTRODUCTION 193 FUNDAMENTAL CYCLES OF CONCEPT CONSTRUCTION UNDERLYING
VARIOUS THEORETICAL FRAMEWORKS 193 ANOTHER FRAMEWORK OF COGNITIVE
PROCESSES 196 MERGING THE FRAMEWORKS 197 WHERE ARE WE AS A FIELD? 199
HOW DO WE MOVE FORWARD? 200 DISCONTINUITY AND LACK OF PROGRESS 201 IS
COMPLEMENTARITY THE SOLUTION? 201 ARE WE SHOOTING WITH A SHOTGUN THEN?
202 SCIENTIFIC GROWTH THROUGH FALSIFICATIONS 203 UNIFIED THEORY AND
TRUTH 204 CONCLUSIONS 205 REFERENCES 206 PART VII SYMBOLS AND MEDIATION
IN MATHEMATICS EDUCATION PREFACE TO PART VII 211 STEPHEN J. HEGEDUS
SYMBOLS AND MEDIATION IN MATHEMATICS EDUCATION 213 LUIS MORENO-ARMELLA
AND BHARATH SRIRAMAN INTRODUCTION 213 ARITHMETIC: ANCIENT COUNTING
TECHNOLOGIES 218 MATHEMATICS FROM A DYNAMIC VIEWPOINT: THE FUTURE OF
MATHEMATICS EDUCATION 221 COMPUTATIONAL AND COGNITIVE TECHNOLOGIES 222
DOMAINS OF ABSTRACTIONS 224 INDUCTION AND DEDUCTION: THE COMPUTER AS A
MEDIATING TOOL.... 227 ALGORITHMS, REPRESENTATIONS AND MATHEMATICAL
THINKING . . . 228 REPRESENTATIONAL FLUIDITY IN DYNAMIC GEOMETRY 230
REFERENCES 231 COMMENTARY ON SYMBOLS AND MEDIATION IN MATHEMATICS
EDUCATION . CONTENTS PART VIII PROBLEM SOLVING HEURISTICS, AFFECT, AND
DISCRETE MATHEMATICS: A REPRESENTATIONAL DISCUSSION PROBLEM SOLVING
HEURISTICS, AFFECT, AND DISCRETE MATHEMATICS: A REPRESENTATIONAL
DISCUSSION 241 GERALD A. GOLDIN POSSIBILITIES FOR DISCRETE MATHEMATICS
241 A PROBLEM FOR DISCUSSION 242 DEVELOPING INTERNAL SYSTEMS OF
REPRESENTATION FOR MATHEMATICAL THINKING AND PROBLEM SOLVING 245 A
HEURISTIC PROCESS: MODELING THE GENERAL ON THE PARTICULAR . . . . 247
AFFECTIVE CONSIDERATIONS 248 REFERENCES 249 COMMENTARY ON PROBLEM
SOLVING HEURISTICS, AFFECT, AND DISCRETE MATHEMATICS: A REPRESENTATIONAL
DISCUSSION 25 1 JINFA CAI DISCRETE MATHEMATICAL DOMAIN AND PROBLEM
SOLVING 252 INSTRUCTIONAL OBJECTIVES 253 PROBLEM-SOLVING HEURISTICS 254
TEACHING MATHEMATICS THROUGH PROBLEM SOLVING: A FUTURE DIRECTION OF
PROBLEM SOLVING RESEARCH 254 REFERENCES 256 PART IX PROBLEM SOLVING FOR
THE 21 ST CENTURY PREFACE TO PART IX 261 JINFA CAI REFERENCES 262
PROBLEM SOLVING FOR THE 21 ST CENTURY 263 LYN ENGLISH AND BHARATH
SRIRAMAN A BRIEF REFLECTION ON PROBLEM-SOLVING RESEARCH 263 LIMITING
FACTORS IN PROBLEM-SOLVING RESEARCH 266 PENDULU CONTENTS XIX
FUTURE-ORIENTED PERSPECTIVES ON THE TEACHING AND LEARNING OF PROBLEM
SOLVING 270 MATHEMATICAL MODELLING 271 MODELLING AS AN ADVANCE ON
EXISTING CLASSROOM PROBLEM SOLVING 273 AN EXAMPLE OF AN
INTERDISCIPLINARY MATHEMATICAL MODELLING PROBLEM 274 CYCLES OF
DEVELOPMENT DISPLAYED BY ONE GROUP OF CHILDREN 276 STUDENTS LEARNING IN
WORKING THE FIRST FLEET PROBLEM . . . 278 MATHEMATICAL MODELLING WITH
YOUNG LEARNERS: A FOCUS ON STATISTICAL REASONING 279 CONCLUDING POINTS
282 APPENDIX: FIRST FLEET DATA TABLE 284 REFERENCES 286 COMMENTARY 1 ON
PROBLEM SOLVING FOR THE 21 ST CENTURY 291 PETER GROOTENBOER INTRODUCTION
291 COMPLEXITY 291 MATHEMATICAL MODELLING 292 FUTURE DIRECTIONS 294
CONCLUDING COMMENTS 295 REFERENCES 295 COMMENTARY 2 ON PROBLEM SOLVING
FOR THE 21 ST CENTURY 297 ALAN ZOLLMAN FORWARD TO THE PAST? 300
REFERENCES 301 PART X EMBODIED MINDS AND DANCING BRAINS: NEW
OPPORTUNITIES FOR RESEARCH IN MATHEMATICS EDUCATION PREFACE TO PART X
305 LAYNE KALBFLEISCH REFERENCES 306 EMBODIED MINDS AND DANCING BRAINS:
NEW OPPORTUNITIES FOR RESEARCH IN MATHEMATICS EDUCATION 30 ** CONTENTS
SIXTH: NEW QUESTIONS AND NEW TOOLS 322 REFERENCES 326 COMMENTARY ON
EMBODIED MINDS AND DANCING BRAINS: NEW OPPORTUNITIES FOR RESEARCH IN
MATHEMATICS EDUCATION 333 SCOTT MAKEIG REFERENCES 337 PART XI DNR-BASED
INSTRUCTION IN MATHEMATICS AS A CONCEPTUAL FRAMEWORK PREFACE TO PART XI
341 LUIS MORENO-ARMEL LA REFERENCES 342 DNR-BASED INSTRUCTION IN
MATHEMATICS AS A CONCEPTUAL FRAMEWORK . . 343 GUERSHON HAREL
RESEARCH-BASED FRAMEWORK 344 DNR-BASED LESSON 346 SEGMENT 0: THE PROBLEM
346 SEGMENT I: STUDENTS INITIAL CONCLUSION 347 SEGMENT II:
NECESSITATING AN EXAMINATION OF THE INITIAL CONCLUSION 347 SEGMENT III:
THE EXAMINATION AND ITS OUTCOMES 348 SEGMENT IV: LESSON(S) LEARNED 351
DNR STRUCTURE 352 PREMISES 353 CONCEPTS 355 INSTRUCTIONAL PRINCIPLES 357
ANALYSIS OF THE LESSON 360 FINAL COMMENTS 364 REFERENCES 366 COMMENTARY
ON DNR-BASED INSTRUCTION IN MATHEMATICS AS A CONCEPTUAL FRAMEWORK 369
BHARATH SRIRAMAN, HILLARY VANSPRONSEN, AND NICK HAVERHALS REFERENCES 377
PART XII APPRECIATING SCIENTIFICITY IN QUALITATIVE RESEARCH APPRECIATIN
CONTENTS THE BASIS OF TRUTH-FINDING: WHAT IS THE SMORGASBORD OF TRUTH,
I.E., DO WE HAVE AN ESTABLISHMENT OF PROCESSES WHICH ANNOUNCES OUR
UNIVERSAL SET OF TRUTHS? 388 THE 3-FOLD DOCTRINE OF SCIENTIFICITY 388
EPISTEMOLOGY IDENTITY 389 REFLEXIVITY 389 THE DYNAMIC 390 CONCLUSION 393
REFERENCES 393 PART XIII UNDERSTANDING A TEACHER S ACTIONS IN THE
CLASSROOM BY APPLYING SCHOENFELD S THEORY TEACHING-IN-CONTEXT:
REFLECTING ON GOALS AND BELIEFS PREFACE TO PART XIII 397 GERALD A.
GOLDIN REFERENCES 398 UNDERSTANDING A TEACHER S ACTIONS IN THE CLASSROOM
BY APPLYING SCHOENFELD S THEORY TEACHING-IN-CONTEXT: REFLECTING ON GOALS
AND BELIEFS 401 GUENTER TOERNER, KATRIN ROLKA, BETTINA ROESKEN, AND BHARATH
SRIRAMAN INTRODUCTION 401 UNDERSTANDING A TEACHER S ACTION IN TERMS OF
KNOWLEDGE, GOALS AND BELIEFS 403 AVAILABLE TEACHER KNOWLEDGE 403 TEACHER
BELIEFS 404 GOALS, THEIR INTERDEPENDENCIES WITH BELIEFS, AND STRUCTURAL
FEATURES 405 EMPIRICAL APPROACH AND METHODOLOGY 407 DATA SOURCES 407
DATA ANALYSIS 408 RESULTS ON GOALS AND INVOLVED BELIEFS 409 FORMAL GOALS
409 PEDAGOGICAL CONTENT GOALS AND BELIEFS, AND THEIR NETWORKING 410
SUBJEC CONTENTS PART XIV FEMINIST PEDAGOGY AND MATHEMATICS PREFACE TO
PART XIV 431 GABRIELE KAISER REFERENCES 433 FEMINIST PEDAGOGY AND
MATHEMATICS 435 JUDITH E. JACOBS INTRODUCTION 435 THEORETICAL FRAMEWORK:
DIFFERENT VOICES 436 FEMINIST PEDAGOGY: THE NATURE OF THE MATHEMATICS
440 FEMINIST PEDAGOGY: THE METHODOLOGY OF THE MATHEMATICS CLASSROOM443
CONCLUSION 445 REFERENCES 445 COMMENTARY 1 ON FEMINIST PEDAGOGY AND
MATHEMATICS 447 GILAH C. LEDER DIFFERENT FACES OF FEMINISM 448 FEMINISM
AND MATHEMATICS EDUCATION 449 FEMINIST PEDAGOGY AND MATHEMATICS*A BRIEF
SUMMARY 450 CONCLUDING COMMENTS 452 REFERENCES 453 COMMENTARY 2 ON
FEMINIST PEDAGOGY AND MATHEMATICS 455 SAFURE BULUT, BEKIR S. GIIR, AND
BHARATH SRIRAMAN INTRODUCTION: REVISITING THE GENDER DEBATE 455 FEMINIST
PEDAGOGY AND MATHEMATICS 456 EDUCATION IN TURKEY 457 GENDER AND
MATHEMATICS ACHIEVEMENT IN TURKEY 458 CONCLUSION 464 REFERENCES 464
COMMENTARY 3 ON FEMINIST PEDAGOGY AND MATHEMATICS 467 GUOEBJOERG
PALSDOTTIR AND BHARATH SRIRAMAN IN THE SHADOW OF PISA 2003 IN ICELAND
467 A DIFFERENT PERSPECTIVE ON THE GENDER ISSUE 469 REFERENCES 474 PART
XV NETWORKING OF THEORIES*AN APPROACH FOR EXPLOITING THE DIVERSITY O
CONTENTS XXIII NETWORKING OF THEORIES*AN APPROACH FOR EXPLOITING THE
DIVERSITY OF THEORETICAL APPROACHES 483 ANGELIKA BIKNER-AHSBAHS AND
SUSANNE PREDIGER WHAT ARE THEORIES, AND FOR WHAT ARE THEY NEEDED? 484
STATIC AND DYNAMIC VIEWS ON THEORIES 485 FUNCTION OF THEORIES FOR
RESEARCH PRACTICES 486 DIVERSITY AS A CHALLENGE, A RESOURCE, AND A
STARTING POINT FOR FURTHER DEVELOPMENT 489 STRATEGIES FOR CONNECTING
THEORIES*DESCRIBING A LANDSCAPE ... 491 INTRODUCING THE TERMS 491
UNDERSTANDING OTHERS AND MAKING OWN THEORIES UNDERSTANDABLE 492
COMPARING AND CONTRASTING 493 COORDINATING AND COMBINING 495
SYNTHESIZING AND INTEGRATING 496 STRATEGIES AND METHODS FOR NETWORKING
497 DEVELOPING THEORIES BY NETWORKING 500 REFERENCES 503 COMMENTARY ON
NETWORKING OF THEORIES*AN APPROACH FOR EXPLOITING THE DIVERSITY OF
THEORETICAL APPROACHES 507 FERDINANDO ARZARELLO REFERENCES 512 PART XVI
ISSUES AND PRACTICES IN NETWORKING THEORIES PREFACE TO PART XVI 515
SUSANNE PREDIGER AND ANGELIKA BIKNER-AHSBAHS REFERENCES 517 ON
NETWORKING STRATEGIES AND THEORIES COMPATIBILITY: LEARNING FROM AN
EFFECTIVE COMBINATION OF THEORIES IN A RESEARCH PROJECT 519 HELGA
JUNGWIRTH INTRODUCTION 519 THEORIES 520 MICRO-SOCIOLOGICAL FRAMEWORKS
520 LINGUISTI XXIV CONTENTS CONCORDANCE OF THEORIES BASIC ASSUMPTIONS
(PARADIGMS) . . 529 NEIGHBOURHOOD OF PHENOMENA S SITES 530
THEORIES DIFFERENCES IN EMPIRICAL LOAD 531 REFERENCES 534 MODALITIES OF
A LOCAL INTEGRATION OF THEORIES IN MATHEMATICS EDUCATION . 537 UWE
GELIERT THEORIZING AS BRICOLAGE 538 EXPLICITNESS IN MATHEMATICS
INSTRUCTION: A CASE OF LOCAL THEORY INTEGRATION 540 A SEMIOTIC
INTERPRETATION 543 A STRUCTURALIST INTERPRETATION 544 LOCAL INTEGRATION
OF SEMIOTIC AND STRUCTURALIST ASSUMPTIONS . 545 THEORIZING AS MUTUAL
METAPHORICAL STRUCTURING 546 CONCLUSION 548 REFERENCES 549 COMMENTARY ON
ON NETWORKING STRATEGIES AND THEORIES COMPATIBILITY: LEARNING FROM AN
EFFECTIVE COMBINATION OF THEORIES IN A RESEARCH PROJECT 551 UWE GELIERT
REFERENCES 554 COMMENTARY ON MODALITIES OF A LOCAL INTEGRATION OF
THEORIES IN MATHEMATICS EDUCATION 555 TINE WEDEGE THEORETICAL APPROACH
VERSUS THEORETICAL PERSPECTIVE 556 IMPLICITNESS IN INSTRUCTION AND IN
RESEARCH 557 FROM BRICOLEUR TO REFLECTIVE PRACTITIONER 558 REFERENCES
559 PART XVII COMPLEXITY THEORIES AND THEORIES OF LEARNING: LITERATURE
REVIEWS AND SYNTHESES PREFACE TO PART XVII 563 RICHARD LESH COMPLEXITY
THEORIES AND THEORIES OF LEARNING: LITERATURE REVIEWS AND SYNTHESE
CONTENTS PART XVIII KNOWING MORE THAN WE CAN TELL PREFACE TO PART XVIII
593 BHARATH SRIRAMAN KNOWING MORE THAN WE CAN TELL 595 NATHALIE SINCLAIR
STRUCTURING COVERT WAYS OF KNOWING 596 ON FURTIVE CARESSES 597 ON
PASSIONS AND PLEASURES 600 ON DESIRE AND DELUSION 603 LOOKING BACK,
LOOKING FORWARD 609 REFERENCES 611 COMMENTARY ON KNOWING MORE THAN WE
CAN TELL 613 DAVID PIMM WHAT S IN A WORD? 614 THE TACT OF THE TACTILE
615 PSYCHOANALYTIC TREMORS 616 FRONTIERS AND BOUNDARIES: MATHEMATICAL
INTIMATIONS OF MORTALITY . 617 REFERENCES 618 PART XIX POLITICIZING
MATHEMATICS EDUCATION: HAS POLITICS GONE TOO FAR? OR NOT FAR ENOUGH?
POLITICIZING MATHEMATICS EDUCATION: HAS POLITICS GONE TOO FAR? OR NOT
FAR ENOUGH? 621 BHARATH SRIRAMAN, MATT ROSCOE, AND LYN ENGLISH OVERVIEW
621 MATHEMATICS AS A MARGINALIZING FORCE 623 DEMOCRATIZATION,
GLOBALIZATION AND IDEOLOGIES 627 LOOKING BACK AT NEW MATH (AND ITS
CONSEQUENCES) AS AN OUTCOME OF THE COLD WAR 629 MATHEMATICS, TECHNOLOGY
AND SOCIETY 629 WHAT DOES THE FUTURE HOLD? A CRITICAL VIEW OF THE FIELD
633 REFERENCES 636 COMMENTARY ON POLITICIZING MATHEMATICS EDUCATION: HAS
POLITICS GONE TOO FAR? OR NOT FAR ENOUGH? 639 KEIK
|
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| ctrlnum | (OCoLC)401153862 (DE-599)DNB992870798 |
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| dewey-hundreds | 500 - Natural sciences and mathematics |
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| id | DE-604.BV035949504 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:07:59Z |
| institution | BVB |
| isbn | 9783642007415 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018806594 |
| oclc_num | 401153862 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM DE-824 DE-11 DE-91 DE-BY-TUM DE-188 |
| owner_facet | DE-19 DE-BY-UBM DE-824 DE-11 DE-91 DE-BY-TUM DE-188 |
| physical | XXX, 668 S. graph. Darst. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Springer |
| record_format | marc |
| series2 | Advances in mathematics education |
| spelling | Theories of mathematics education seeking new frontiers Bharath Sriraman ... ed. Berlin [u.a.] Springer 2010 XXX, 668 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Advances in mathematics education Literaturangaben Mathematik Philosophie Mathematics Philosophy Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Mathematikunterricht (DE-588)4037949-8 s DE-604 Sriraman, Bharath 1971- (DE-588)135610974 edt DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018806594&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Theories of mathematics education seeking new frontiers Mathematik Philosophie Mathematics Philosophy Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd |
| subject_GND | (DE-588)4037949-8 |
| title | Theories of mathematics education seeking new frontiers |
| title_auth | Theories of mathematics education seeking new frontiers |
| title_exact_search | Theories of mathematics education seeking new frontiers |
| title_full | Theories of mathematics education seeking new frontiers Bharath Sriraman ... ed. |
| title_fullStr | Theories of mathematics education seeking new frontiers Bharath Sriraman ... ed. |
| title_full_unstemmed | Theories of mathematics education seeking new frontiers Bharath Sriraman ... ed. |
| title_short | Theories of mathematics education |
| title_sort | theories of mathematics education seeking new frontiers |
| title_sub | seeking new frontiers |
| topic | Mathematik Philosophie Mathematics Philosophy Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd |
| topic_facet | Mathematik Philosophie Mathematics Philosophy Mathematics Study and teaching Mathematikunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018806594&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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