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|a 10.1007/978-94-011-5470-3
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|a Mathematics Education as a Research Domain: A Search for Identity
|h [electronic resource] :
|b An ICMI Study /
|c edited by Anna Sierpinska, Jeremy Kilpatrick.
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| 250 |
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|a 1st ed. 1998.
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| 264 |
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1 |
|a Dordrecht :
|b Springer Netherlands :
|b Imprint: Springer,
|c 1998.
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| 300 |
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|a VIII, 335 p.
|b online resource.
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| 490 |
1 |
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|a New ICMI Study Series,
|x 1387-6872 ;
|v 4
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| 490 |
1 |
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|a Springer eBook Collection
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0 |
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|a I: The ICMI Study Conference -- The ICMI Study Conference -- Research, Effectiveness, and the Practitioners’ World -- II: Mathematics Education as a Research Discipline -- A Glance Over the Evolution of Research in Mathematics Education -- Balancing Complex Human Worlds: Mathematics Education as an Emergent Discipline in its Own Right -- A Postmodern Perspective on Research in Mathematics Education -- Mathematics Education as a ‘Design Science’ -- What is Mathematics Education? A Survey of Mathematics Educators in Canada -- Programs for the Education of Researchers in Mathematics Education -- III: Goals, Orientations and Results of Research in Mathematics Education -- The Aims of Research -- Aiming Research Toward Understanding: Lessons We Can Learn From Children -- Transforming the International Mathematics Education Research Agenda -- Clarifying the Meaning of Mathematical Objects as a Priority Area for Research in Mathematics Education -- Research and Results in Mathematics Education: Some Contradictory Aspects -- Models in Mathematics Education Research: A Broader View of Research Results -- Towards a Cognitive Theory of Practice -- IV: Different Research Paradigms in Mathematics Education -- Italian Trends in Research in Mathematical Education: A National Case Study from an International Perspective -- The Paradigm of Modeling by Iterative Conceptualization in Mathematics Education Research -- Developmental Research as a Research Method -- Practitioner Research and the Construction of Knowledge in Mathematics Education -- On the Generation of Basic Ideas and Individual Images: Normative, Descriptive and Constructive Aspects -- Research on Socio-Cultural Perspectives of Mathematics Teaching and Learning -- Relations between the Theoretical Field and the Practical Field in Mathematics Education -- Researching from the Inside in Mathematics Education -- The Social Organization of Research Programs in Mathematical Sciences Education -- Mathematics Education Research as Socially and Culturally Situated -- V: Evaluation of Research in Mathematics Education -- Evaluating Research Papers in Mathematics Education -- Basic Criteria for Research in Mathematics Education -- The Ship of Theseus and Other Metaphors for Thinking about What We Value in Mathematics Education Research -- Ethics in Mathematics Education Research -- VI: Mathematics Education and Mathematics -- A Mathematician’s View of Research in Mathematics Education: An Interview with Shimshon A. Amitsur -- What Should be the Output of Mathematical Education? -- Research in Mathematics Education Through the Eyes of Mathematicians -- The Many Faces of Mathematics: Do Mathematicians and Researchers in Mathematics Education Speak about the Same Thing? -- Epistemological Constraints of Mathematical Knowledge in Social Learning Settings -- Continuing the Search -- Notes on Authors.
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|a 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.
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|a Loaded electronically.
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|a Electronic access restricted to members of the Holy Cross Community.
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| 650 |
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|a Mathematics—Study and teaching .
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| 650 |
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|a Mathematics.
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| 690 |
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|a Electronic resources (E-books)
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| 700 |
1 |
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|a Sierpinska, Anna.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
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| 700 |
1 |
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|a Kilpatrick, Jeremy.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
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| 710 |
2 |
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|a SpringerLink (Online service)
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| 773 |
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|t Springer eBooks
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| 830 |
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|a New ICMI Study Series,
|x 1387-6872 ;
|v 4
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| 830 |
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|a Springer eBook Collection.
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://doi.org/10.1007/978-94-011-5470-3
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