ISBN: 9780792346005

Is mathematics education a science?. Is it a discipline?. In what sense?. What is its place within other domains of research and academic disciplines?. What accounts for its specificity?.… More...

Is mathematics education a science?. Is it a discipline?. In what sense?. What is its place within other domains of research and academic disciplines?. What accounts for its specificity?. In 1978, in the foreword to "Weeding and Sowing": a preface to a "Science of Mathematics Education", Hans Freudenthal wrote that his book is a preface to a science that does not exist. Almost 20 years later, does his claim still hold true? The present book is the result of the reflection of individuals in mathematics education on this and related questions. Is mathematics education a science? Is it a discipline? In what sense? What is its place within other domains of research and academic disciplines? What accounts for its specificity? In the book, the reader will find a range of possible answers to these questions, a variety of analyses of the actual directions of research in different countries, and a number of visions for the future of research in mathematics education. The book is a result of an ICMI study, whose theme was formulated as: "What is Research in Mathematics Education and What are Its Results?". One important outcome of this study was the realization of the reasons for the difficulty of the questions that the study was posing, leading possibly to a set of other questions, better suited to the actual concerns and research practices of mathematics education researchers. The book addresses itself to researchers in mathematics education and all those working in their neighbourhood who are concerned with the problems of the definition of this new scientific domain emerging at their borders. Brand New, Festpreisangebot, [LT: FixedPrice], EAN: 9780792346005, UPC: 9780792346005, Item Length: 22.9 cm, Publication Year: 1998, Type: Textbook, Format: Paperback, Language: English, Publication Name: Mathematics Education As a Research Domain: a Search for Identity: an Icmi Study, Item Height: 235mm, Item Width: 155mm, Subject: Mathematics, Teaching, Item Weight: 1830g, Number of Pages: 335 Pages, Springer<

ISBN: 9780792346005

No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as weII as to use and communicate mathematics in their future lives. That task is ver… More...

No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as weII as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in sociaIIy established and cuIturaIIy, politicaIIy, and economicaIIy justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela tions between the teacher and the taught, and other general problems in the inter face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts. Bücher > Schule & Lernen > Lehrermaterialien > Didaktik & Methodik; Bücher > Fremdsprachige Bücher > Englische Bücher 234 x 156 x 32 mm , Springer Netherland, Taschenbuch, Springer Netherland<

ISBN: 9780792346005

No one disputes how important it is, in today's world, to prepare students to un­ derstand mathematics as weII as to use and communicate mathematics in their future lives. That task is ve… More...

No one disputes how important it is, in today's world, to prepare students to un­ derstand mathematics as weII as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda­ mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in sociaIIy established and cuIturaIIy, politicaIIy, and economicaIIy justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci­ plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela­ tions between the teacher and the taught, and other general problems in the inter­ face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts., Springer<

ISBN: 9780792346005

*Mathematics Education as a Research Domain: A Search for Identity* - An ICMI Study. Auflage 1998 / Taschenbuch für 106.99 € / Aus dem Bereich: Bücher, Wissenschaft, Pädagogik Medien > Bü… More...

*Mathematics Education as a Research Domain: A Search for Identity* - An ICMI Study. Auflage 1998 / Taschenbuch für 106.99 € / Aus dem Bereich: Bücher, Wissenschaft, Pädagogik Medien > Bücher nein Buch (kartoniert) Hardcover;Geisteswissenschaften, Kunst, Musik;Schulpädagogik, Didaktik, Methodik, Springer Netherlands<

1998, ISBN: 0792346009

[EAN: 9780792346005], New book, [PU: Springer], New. In shrink wrap. Looks like an interesting title!, Books