Transreform radical humanism : a mathematics and teaching philosophy
Mentés helye:
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| Testületi szerző: | |
| Különgyűjtemény: | e-book |
| Formátum: | könyv |
| Nyelv: | angol |
| Megjelenés: |
Rotterdam : Sense Publishers,
2017
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| Sorozat: | Advances in innovation education, ISSN 2542-9191 ; 5. |
| Tárgyszavak: | |
| Online elérés: | http://dx.doi.org/10.1007/978-94-6351-074-5 |
| Címkék: |
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| id |
opac-EUL01-000951805 |
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| collection |
e-book |
| institution |
L_600 EUL01 |
| spelling |
Russell, Gale szerző Transreform radical humanism a mathematics and teaching philosophy Gale Russell Rotterdam Sense Publishers 2017 XV, 240 p., ill. online forrás szöveg txt rdacontent számítógépes c rdamedia távoli hozzáférés cr rdacarrier szövegfájl PDF rda Advances in innovation education 2542-9191 5. Bibliogr.: p. 235-240. 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. Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők. Nyomtatott kiadás: ISBN 978-94-6351-072-1, 978-94-6351-073-8, ISSN 2542-9183 könyv e-book Education General education matematika oktatás módszertan matematika filozófia etnomatematika elektronikus könyv SpringerLink (Online service) közreadó testület Advances in innovation education (Online) Online változat http://dx.doi.org/10.1007/978-94-6351-074-5 Rotterdam : SensePublishers : Imprint: SensePublishers, 2017. EUL01 |
| language |
English |
| format |
Book |
| author |
Russell, Gale, szerző |
| spellingShingle |
Russell, Gale, szerző Transreform radical humanism : a mathematics and teaching philosophy Advances in innovation education, ISSN 2542-9191 ; 5. Education General education matematika -- oktatás -- módszertan matematika -- filozófia etnomatematika elektronikus könyv |
| author_facet |
Russell, Gale, szerző SpringerLink (Online service), közreadó testület |
| author_corporate |
SpringerLink (Online service), közreadó testület |
| author_sort |
Russell, Gale |
| title |
Transreform radical humanism : a mathematics and teaching philosophy |
| title_sub |
a mathematics and teaching philosophy |
| title_short |
Transreform radical humanism |
| title_full |
Transreform radical humanism a mathematics and teaching philosophy Gale Russell |
| title_fullStr |
Transreform radical humanism a mathematics and teaching philosophy Gale Russell |
| title_full_unstemmed |
Transreform radical humanism a mathematics and teaching philosophy Gale Russell |
| title_auth |
Transreform radical humanism a mathematics and teaching philosophy |
| title_sort |
transreform radical humanism a mathematics and teaching philosophy |
| series |
Advances in innovation education, ISSN 2542-9191 ; 5. |
| series2 |
Advances in innovation education (Online) |
| publishDate |
2017 |
| publishDateSort |
2017 |
| physical |
XV, 240 p., ill. : online forrás |
| isbn |
978-94-6351-074-5 |
| issn |
2542-9191 |
| callnumber-raw |
E/371.3 R 97 |
| callnumber-search |
E/371.3 R 97 |
| topic |
Education General education matematika -- oktatás -- módszertan matematika -- filozófia etnomatematika elektronikus könyv |
| topic_facet |
Education General education matematika -- oktatás -- módszertan matematika -- filozófia etnomatematika elektronikus könyv Education General education matematika etnomatematika oktatás módszertan filozófia |
| url |
http://dx.doi.org/10.1007/978-94-6351-074-5 |
| illustrated |
Illustrated |
| dewey-hundreds |
300 - Social sciences |
| dewey-tens |
370 - Education |
| dewey-ones |
370 - Education |
| dewey-full |
370 |
| dewey-sort |
3370 |
| dewey-raw |
370 |
| dewey-search |
370 |
| first_indexed |
2023-12-27T12:40:37Z |
| last_indexed |
2023-12-29T19:55:31Z |
| recordtype |
opac |
| publisher |
Rotterdam : Sense Publishers |
| _version_ |
1786643618895757312 |
| score |
13,365292 |
| bibliography |
Bibliogr.: p. 235-240. |
| generalnotes |
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. |