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|a 1401648293
|a 1401907605
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|a 9783031352096
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|z 3031352084
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|a 10.1007/978-3-031-35209-6
|2 doi
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|a (OCoLC)1404263148
|z (OCoLC)1401648293
|z (OCoLC)1401907605
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|a HCDD
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|a Ongoing advancements in philosophy of mathematics education /
|c Maria Aparecida Viggiani Bicudo, Bronislaw Czarnocha, Maurício Rosa, Małgorzata Marciniak, editors.
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| 264 |
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|a Cham, Switzerland :
|b Springer,
|c 2023.
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| 300 |
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|a 1 online resource (350 pages) :
|b illustrations (black and white).
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|a text
|b txt
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|a Part I: A Broad View Of The Philosophy Of Mathematics Education -- Chapter 1: The Ontological Problems of Mathematics and Mathematics Education -- Chapter 2: Scientific revolutions: from Popper to Heisenberg -- Chapter 3: Questions that are at the core of a mathematics education project -- Chapter 4: Networking Phenomenology and Didactics: horizons of didactical milieus with a focus on Abstract Algebra -- Chapter 5: Specifying, Defining, Generalising & Abstracting Mathematically all seen as Subtly Different Shifts of Attention -- Chapter 6: Toward a systems theory approach to mathematics education -- Chapter 7: On Mathematical Validity and its Human Origins -- part ii: philosophy of mathematics education: creativity and educational perspectives -- Chapter 8: Towards a philosophy of creativity in mathematics education -- Chapter 9: A Framework for Creative Insights within Internalization of Mathematics -- Chapter 10: A Reconsideration of Appropriation from a Sociocultural Perspective -- Chapter 11: Towards a Philosophy of Algorithms as an Element of Mathematics Education -- Chapter 12: The times of transitions in the modern education -- Chapter 13: Some Examples of Mathematical Paradoxes with Implications for the Professional Development of Teachers -- Part Iii: Philosophy Of Critical Mathematics Education, Modelling And Education For Sustainable -- Chapter 14: A Performative Interpretation of Mathematics -- Chapter 15: Reflective Knowing in the Mathematics Classroom: The Potential of Philosophical Inquiry for Critical Mathematics Education -- Chapter 16: Mathematical Modelling: A Philosophy of Science Perspective -- Chapter 17: Education for Sustainable Development (ESD) in mathematics education: reconfiguring and rethinking the philosophy of mathematics for the 21st century -- Part Iv: Philosophy Of Mathematics Education In Diverse Perspectives, Cultures, And Environments -- Chapter 18: As ou toryba ara abinduara! -- Chapter 19: Mathematics Education and Ubuntu Philosophy: the analysis of antiracist- mathematics-activity-with-Digital-Technologies -- Chapter 20: Philosophy, Rigor, and Axiomatics in Mathematics: Imposed or Intimately Related? -- Chapter 21: Idealism and Materialism in mathematics teaching, an analysis from the Socioepistemological Theory -- Chapter 22: Cognitive and Neurological Evidence of Non-Human Animal Mathematics, and Implications for Mathematics Education.
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|a Ongoing Advancements in Philosophy of Mathematics Education approaches the philosophy of mathematics education in a forward movement, analyzing, reflecting, and proposing significant contemporary themes in the field of mathematics education. The theme that gives life to the book is philosophy of mathematics education understood as arising from the intertwining between philosophy of mathematics and philosophy of education which, through constant analytical and reflective work regarding teaching and learning practices in mathematics, is materialized in its own discipline, philosophy of mathematics education. This is the field of investigation of the chapters in the book. The chapters are written by an international cohort of authors, from a variety of countries, regions, and continents. Some of these authors work with philosophical and psychological foundations traditionally accepted by Western civilization. Others expose theoretical foundations based on a new vision and comprising innovative approaches to historical and present-day issues in educational philosophy. The final third of the book is devoted to these unique and innovative research stances towards important and change resistant societal topics such as racism, technology gaps, or the promotion of creativity in the field of mathematics education.
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| 500 |
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|a Includes index.
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| 588 |
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|a Print version record.
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| 650 |
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|a Mathematics
|x Study and teaching
|x Philosophy.
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| 650 |
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|a Mathematics
|x Philosophy.
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| 650 |
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|a Education
|x Philosophy.
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| 650 |
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|a Education
|x Philosophy
|2 fast
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| 650 |
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|a Mathematics
|x Philosophy
|2 fast
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| 650 |
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|a Mathematics
|x Study and teaching
|x Philosophy
|2 fast
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| 700 |
1 |
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|a Bicudo, Maria Aparecida Viggiani,
|e editor.
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| 700 |
1 |
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|a Czarnocha, Bronislaw,
|e editor.
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| 700 |
1 |
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|a Rosa, Maurício,
|e editor.
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| 700 |
1 |
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|a Marciniak, Małgorzata,
|e editor.
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| 776 |
0 |
8 |
|i Print version:
|t ONGOING ADVANCEMENTS IN PHILOSOPHY OF MATHEMATICS EDUCATION.
|d [Place of publication not identified] : SPRINGER, 2023
|z 3031352084
|w (OCoLC)1380387103
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| 856 |
4 |
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-031-35209-6
|y Click for online access
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| 903 |
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|a SPRING-ALL2023
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| 994 |
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|a 92
|b HCD
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