國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁 到查詢結果 [ subject:"Ethnomathematics." ]

切換: 標籤 | MARC模式 | ISBD

Transreform radical humanisma mathem...

Russell, Gale.

Transreform radical humanisma mathematics and teaching philosophy /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transreform radical humanismby Gale Russell.
其他題名:	a mathematics and teaching philosophy /
作者:	Russell, Gale.
出版者:	Rotterdam :Sense Publishers :2017.
面頁冊數:	xv, 240 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	MathematicsStudy and teaching.
電子資源:	http://dx.doi.org/10.1007/978-94-6351-074-5
ISBN:	9789463510745$q(electronic bk.)

Transreform radical humanisma mathematics and teaching philosophy /
Russell, Gale.

Transreform radical humanisma mathematics and teaching philosophy /[electronic resource] :by Gale Russell. - Rotterdam :Sense Publishers :2017. - xv, 240 p. :ill., digital ;24 cm. - Advances in innovation education ;v.5. - Advances in innovation education ;v.3..

In Transreform Radical Humanism: A Mathematics and Teaching Philosophy, a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory is used to analyze a diverse collection of data: the author's evolving relationship with mathematics; the philosophies of mathematics; the "math wars"; the achievement gap for Indigenous students in mathematics and some of the lessons learned from ethnomathematics; and risk education as an emerging topic within mathematics curricula. Foundational to this analysis is a new theoretical framework that envelops an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. This analysis of the data sets results in the emergence of a new theory, the Transreform Approach to the teaching and learning of mathematics, and in the transreform radical humanistic philosophy of mathematics. Within these pages, mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. As the assumed incommensurability of worldviews is challenged, so too new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.

ISBN: 9789463510745$q(electronic bk.)

Standard No.: 10.1007/978-94-6351-074-5doiSubjects--Topical Terms:

189978
Mathematics
--Study and teaching.

LC Class. No.: QA10.7 / .R87 2017

Dewey Class. No.: 510.71

Transreform radical humanisma mathematics and teaching philosophy /
LDR:02625nmm a2200325 a 4500 001 521213
003 DE-He213
005 20180315103537.0
006 m d
007 cr nn 008maaau
008 180504s2017 ne s 0 eng d
020 $a 9789463510745$q(electronic bk.)
020 $a 9789463510721$q(backpaper)
020 $a 9789463510738$q(hardback)
024 7 $a 10.1007/978-94-6351-074-5 $2 doi
035 $a 978-94-6351-074-5
040 $a GP $c GP
041 0 $a eng
050 4 $a QA10.7 $b .R87 2017
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 510.71 $2 23
090 $a QA10.7 $b .R963 2017
100 1 $a Russell, Gale. $3 791064
245 1 0 $a Transreform radical humanism $h [electronic resource] : $b a mathematics and teaching philosophy / $c by Gale Russell.
260 $a Rotterdam : $b Sense Publishers : $b Imprint: Sense Publishers, $c 2017.
300 $a xv, 240 p. : $b ill., digital ; $c 24 cm.
490 1 $a Advances in innovation education ; $v v.5
520 $a In Transreform Radical Humanism: A Mathematics and Teaching Philosophy, a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory is used to analyze a diverse collection of data: the author's evolving relationship with mathematics; the philosophies of mathematics; the "math wars"; the achievement gap for Indigenous students in mathematics and some of the lessons learned from ethnomathematics; and risk education as an emerging topic within mathematics curricula. Foundational to this analysis is a new theoretical framework that envelops an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. This analysis of the data sets results in the emergence of a new theory, the Transreform Approach to the teaching and learning of mathematics, and in the transreform radical humanistic philosophy of mathematics. Within these pages, mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. As the assumed incommensurability of worldviews is challenged, so too new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.
650 0 $a Mathematics $x Study and teaching. $3 189978
650 0 $a Mathematics $x Philosophy. $3 187658
650 0 $a Ethnomathematics. $3 789416
650 1 4 $a Education. $3 177995
650 2 4 $a Education, general. $3 730921
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a Advances in innovation education ; $v v.3. $3 775612
856 4 0 $u http://dx.doi.org/10.1007/978-94-6351-074-5
950 $a Education (Springer-41171)