Mathematics education and language : interpreting hermeneutics and post-structuralism /

Contemporary thinking on philosophy and the social sciences has been dominated by analyses that emphasise the importance of language in understanding societies and individuals functioning within them; important developments which have been under-utilised by researchers in mathematics education. This...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Brown, Tony, 1946-
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Dordrecht ; Boston : Kluwer Academic Publishers, ©1997.
Colección:Mathematics education library ; v. 20.
Temas:
Mathematics > Study and teaching.
Language and education.
Mathematics > Study and teaching > Philosophy.
Langage et éducation.
Mathématiques > Étude et enseignement > Philosophie.
Mathématiques > Étude et enseignement.
Mathematics > Study and teaching > Philosophy
Language and education
Mathematics > Study and teaching
Andre fag (naturvidenskab og teknik) > Andre fag
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Table of Contents
  • Acknowledgements
  • INTRODUCTION
  • SHORT REVIEW OF RECENT RESEARCH
  • PART ONE. EXPERIENCING MATHEMATICS
  • CHAPTER 1. HERMENEUTICS AND MATHEMATICS EDUCATION
  • Action and Meaning
  • Phenomenology
  • Hermeneutics
  • Hermeneutics and Education
  • Towards an Hermeneutical Understanding of Mathematics
  • CHAPTER 2. THE PRODUCTION OF MATHEMATICAL MEANING: A POST-STRUCTURALIST PERSPECTIVE
  • Post-Structuralism: A Radical Form of Hermeneutics
  • Post-Structuralism, Education and Mathematics
  • Saussurian Linguistics and Mathematics
  • Self-Reflexivity in Mathematical Engagement
  • Creating and Inheriting Mathematics
  • CHAPTER3. SHARING MATHEMATICAL PERSPECTIVES
  • Discourse or Reality?
  • Locating Mathematical Knowledge
  • Assessing Mathematical Activity
  • Combining Language and Experience
  • PART TWO. THE CLASSROOM ENVIRONMENT
  • CHAPTER 4. SOME LESSONS
  • CHAPTER 5. THE PHENOMENOLOGY OF THE MATHEMATICS CLASSROOM
  • Personal Space
  • Appresentational Association
  • Acting in the Supposed World
  • PART THREE. THE TEACHERS PERSPECTIVE
  • CHAPTER 6. TEACHER-STUDENT INTERACTIONS
  • CHAPTER 7. DEVELOPING TEACHER PRACTICE
  • Writing as a Mechanism for Professional Development
  • Building a Professional Discourse of Mathematics Teaching
  • Building Understanding Through Practitioner Enquiry
  • PART FOUR. CONCLUSION
  • CHAPTER 8. CONCLUSION
  • Mathematics and Language
  • Mathematical Cultures
  • The Social Constitution of Mathematics and Professional Change
  • REFERENCES
  • NAME INDEX.

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