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A Contemporary Theory of Mathematics Education Research de Tony Brown

A Contemporary Theory of Mathematics Education Research

Autor Tony Brown
en Limba Engleză Paperback – 7 oct 2021
This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education.

In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world hasof itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme.

The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.
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Specificații

ISBN-13: 9783030551025
ISBN-10: 3030551024
Ilustrații: XXI, 151 p. 15 illus., 11 illus. in color.
Dimensiuni: 155 x 235 mm
Greutate: 0.25 kg
Ediția:1st ed. 2020
Editura: Springer International Publishing
Colecția Springer
Locul publicării:Cham, Switzerland

Cuprins

Introduction.- Reason to believe in mathematics.- The social packaging of mathematical learning in schools.- The ideology of mastering the curriculum (with Peter Pawlik).- The social administration of mathematics subject knowledge through teacher education.- The point of my own teaching.- Rethinking objectivity and subjectivity.- Subjectivity and cultural adjustment: a response to socio-culturalism.- The evolution of mathematics.

Recenzii

“I believe that this volume is extremely important … for all those involved in Teacher Education and therefore for the readers of this journal. … Brown’s book provides an innovative viewpoint for anyone involved in teacher education because it allows … rethink the relationship between Mathematics and subjectivity. … Brown’s book offers many hints for thought that may be interesting to the audience of Journal of Mathematics Teacher Education, and more generally to all those involved in Mathematics teacher education.” (Alessandro Ramploud, Journal of Mathematics Teacher Education, Vol. 25 (6), 2022)

Notă biografică

​Tony Brown is Professor of Mathematics Education at Manchester Metropolitan University. His research mainly considers mathematics education and teacher education through the lens of contemporary social theory. He has written nine previous books and many journal articles in these areas.

Textul de pe ultima copertă

This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education.

In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world has of itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme.

The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.

Caracteristici

Addresses the domain, purpose and functioning of contemporary research in mathematics education Generates original ways of looking at mathematics education Links to major discussions in the international literature and comprises original recent research