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Contemporary Theory of Mathematics Education Research 2020 ed. [Hardback]

  • Formāts: Hardback, 151 pages, height x width: 235x155 mm, weight: 454 g, 11 Illustrations, color; 4 Illustrations, black and white; XXI, 151 p. 15 illus., 11 illus. in color., 1 Hardback
  • Izdošanas datums: 06-Oct-2020
  • Izdevniecība: Springer Nature Switzerland AG
  • ISBN-10: 3030550990
  • ISBN-13: 9783030550998
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Contemporary Theory of Mathematics Education Research 2020 ed.Palielināt
  • Formāts: Hardback, 151 pages, height x width: 235x155 mm, weight: 454 g, 11 Illustrations, color; 4 Illustrations, black and white; XXI, 151 p. 15 illus., 11 illus. in color., 1 Hardback
  • Izdošanas datums: 06-Oct-2020
  • Izdevniecība: Springer Nature Switzerland AG
  • ISBN-10: 3030550990
  • ISBN-13: 9783030550998
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9783030550998.html
Keywords:
This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education.

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 has of 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.

Recenzijas

I believe that this volume is extremely important for all those involved in Teacher Education and therefore for the readers of this journal. Browns book provides an innovative viewpoint for anyone involved in teacher education because it allows rethink the relationship between Mathematics and subjectivity. Browns 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)

1 Introduction
1(10)
1.1
Chapter Outline
8(3)
2 Reason to Believe in Mathematics
11(14)
2.1 Introduction
11(1)
2.2 The Location of Mathematics
12(1)
2.3 What's the Point?
13(3)
2.4 The Production of Mathematics
16(2)
2.5 Rationality and Belief
18(2)
2.6 The Incomplete Production of Mathematical Reality Through Commodification
20(5)
3 The Social Packaging of Mathematical Learning in Schools
25(10)
3.1 Curriculum as Acquisition
27(3)
3.2 The Production of School Mathematical Concepts
30(5)
4 The Ideology of Mastering the Curriculum (with Peter Pawlik)
35(14)
4.1 Mastery Teaching
36(1)
4.2 Teaching for Mastery: The Master of Us All
37(1)
4.3 Ideology of the Mastery Curriculum
38(1)
4.4 Lacan's Schemata of the Four Discourses
39(4)
4.4.1 University Discourse
40(1)
4.4.2 Master Discourse
41(1)
4.4.3 Hysteric Discourse
42(1)
4.4.4 Analytic Discourse
43(1)
4.5 Emily's Negotiation of the Mastery Curriculum
43(6)
5 The Social Administration of Mathematics Subject Knowledge Through Teacher Education
49(24)
5.1 Introduction
49(2)
5.2 The Discursive Shaping of Research in Mathematics Education
51(1)
5.3 International Changes in Teacher Education
52(1)
5.4 Changes to Mathematics Teacher Education in England
53(2)
5.5 An Empirical Study
55(3)
5.6 General Findings
58(2)
5.7 Student Teacher Experience of School Mathematics: Some Data
60(5)
5.7.1 Secondary Student Mathematics Teachers and University Tutors
60(3)
5.7.2 Primary Mathematics Student Teachers and University Tutors
63(2)
5.8 Discussion of Data
65(3)
5.8.1 Performance-Driven Assessment Affects the Nature of Subject Knowledge
66(1)
5.8.2 School-Based Training Can Nurture Narrow Administrative Conceptions of Teaching
66(1)
5.8.3 Practice-Centred Learning Can Improve Participation in Schools
67(1)
5.8.4 The Enforcement of a Centralised Curriculum Supports a Collective Vision of Learning
67(1)
5.8.5 Research Is Directly Focused on Developing Practice
68(1)
5.9 Conclusion
68(5)
6 The Point of My Own Teaching
73(18)
6.1 Spatial Apprehension
74(8)
6.2 Apprehension of Planetary Movement
82(5)
6.3 Lockdown Mathematics
87(4)
7 Rethinking Objectivity and Subjectivity
91(16)
7.1 Introduction
91(3)
7.2 Setting and Aims
94(1)
7.3 Identification
95(1)
7.4 Subjectivity
96(3)
7.5 Objectivity: Counting as One
99(3)
7.6 The Ontology of Mathematical Objects
102(5)
8 Subjectivity and Cultural Adjustment: A Response to Socio-Culturalism
107(20)
8.1 Introduction
107(3)
8.2 On Vygotsky
110(2)
8.3 On Lacan
112(11)
8.3.1 Lacan, Zizek and Badiou
112(1)
8.3.2 The Place of Subjectivity: The Case of the Mathematics Education Researcher
113(2)
8.3.3 Language Games and Renewal
115(1)
8.3.4 Corporeality and the Real
116(3)
8.3.5 Discourse, Relationality and Subjectivity
119(2)
8.3.6 Subjectivity, Relationality and Personality
121(2)
8.4 Conclusion
123(4)
9 The Evolution of Mathematics
127(10)
9.1 The Becoming of Mathematics
129(8)
References 137(10)
Index 147
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.