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:"Educational Philosophy." ]

切換: 標籤 | MARC模式 | ISBD

Alternative theoretical frameworks f...

De Freitas, Elizabeth.

Alternative theoretical frameworks for mathematics education researchtheory meets data /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Alternative theoretical frameworks for mathematics education researchby Elizabeth de Freitas, Margaret Walshaw.
其他題名:	theory meets data /
作者:	De Freitas, Elizabeth.
其他作者:	Walshaw, Margaret.
出版者:	Cham :Springer International Publishing :2016.
面頁冊數:	ix, 193 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	MathematicsResearch.
電子資源:	http://dx.doi.org/10.1007/978-3-319-33961-0
ISBN:	9783319339610$q(electronic bk.)

Alternative theoretical frameworks for mathematics education researchtheory meets data /
De Freitas, Elizabeth.

Alternative theoretical frameworks for mathematics education researchtheory meets data /[electronic resource] :by Elizabeth de Freitas, Margaret Walshaw. - Cham :Springer International Publishing :2016. - ix, 193 p. :ill., digital ;24 cm.

Chapter 1: Introduction -- Chapter 2: Pierre Bourdieu -- Chapter 3: Jacques Lacan -- Chapter 4: Michel Foucault -- Chapter 5: Gilles Deleuze -- Chapter 6: Bruno Latour -- Chapter 7: Rosi Braidotti -- Chapter 8: Concluding Narratives.

This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

ISBN: 9783319339610$q(electronic bk.)

Standard No.: 10.1007/978-3-319-33961-0doiSubjects--Topical Terms:

239329
Mathematics
--Research.

LC Class. No.: QA11.2 / .D44 2016

Dewey Class. No.: 510.71

Alternative theoretical frameworks for mathematics education researchtheory meets data /
LDR:02149nmm a2200313 a 4500 001 496137
003 DE-He213
005 20170119165242.0
006 m d
007 cr nn 008maaau
008 170323s2016 gw s 0 eng d
020 $a 9783319339610$q(electronic bk.)
020 $a 9783319339597$q(paper)
024 7 $a 10.1007/978-3-319-33961-0 $2 doi
035 $a 978-3-319-33961-0
040 $a GP $c GP
041 0 $a eng
050 4 $a QA11.2 $b .D44 2016
072 7 $a JNA $2 bicssc
072 7 $a EDU040000 $2 bisacsh
082 0 4 $a 510.71 $2 23
090 $a QA11.2 $b .D278 2016
100 1 $a De Freitas, Elizabeth. $3 758437
245 1 0 $a Alternative theoretical frameworks for mathematics education research $h [electronic resource] : $b theory meets data / $c by Elizabeth de Freitas, Margaret Walshaw.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a ix, 193 p. : $b ill., digital ; $c 24 cm.
505 0 $a Chapter 1: Introduction -- Chapter 2: Pierre Bourdieu -- Chapter 3: Jacques Lacan -- Chapter 4: Michel Foucault -- Chapter 5: Gilles Deleuze -- Chapter 6: Bruno Latour -- Chapter 7: Rosi Braidotti -- Chapter 8: Concluding Narratives.
520 $a This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.
650 0 $a Mathematics $x Research. $3 239329
650 0 $a Mathematics $x Study and teaching. $3 189978
650 1 4 $a Education. $3 177995
650 2 4 $a Educational Philosophy. $3 274754
650 2 4 $a Mathematics Education. $3 274700
700 1 $a Walshaw, Margaret. $3 758438
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-33961-0
950 $a Education (Springer-41171)