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Books > Social sciences > Education > Teaching of a specific subject
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A Journey in Mathematics Education Research - Insights from the Work of Paul Cobb (Hardcover, 2011 ed.)
Loot Price: R4,363
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A Journey in Mathematics Education Research - Insights from the Work of Paul Cobb (Hardcover, 2011 ed.)
Series: Mathematics Education Library, 48
Expected to ship within 10 - 15 working days
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Our objective is to publish a book that lays out the theoretical
constructs and research methodologies within mathematics education
that have been developed by Paul Cobb and explains the process of
their development. We propose to do so by including papers in which
Cobb introduced new theoretical perspectives and methodologies into
the literature, each preceded by a substantive accompanying
introductory paper that explains the motivation/rationale for
developing the new perspectives and/or methodologies and the
processes through which they were developed, and Cobb's own
retrospective comments. In this way the book provides the reader
with heretofore unpublished material that lays out in considerable
detail the issues and problems that Cobb has confronted in his
work, that, from his viewpoint, required theoretical and
methodological shifts/advances and provides insight into how he has
achieved the shifts/advances. The result will be a volume that, in
addition to explaining Cobb's contributions to the field of
mathematics education, also provides the reader with insight into
what is involved in developing an aggressive and evolving research
program. When Cobb confronts problems and issues in his work that
cannot be addressed using his existing theories and frameworks, he
looks to other fields for theoretical inspiration. A critical
feature of Cobb's work is that in doing so, he consciously
appropriates and adapts ideas from these other fields to the
purpose of supporting processes of learning and teaching
mathematics; He does not simply accept the goals or motives of
those fields. As a result, Cobb reconceptualizes and reframes
issues and concepts so that they result in new ways of
investigating, exploring, and explaining phenomena that he
encounters in the practical dimensions of his work, which include
working in classrooms, with teachers, and with school systems. The
effect is that the field of mathematics education is altered. Other
researchers have found his "new ways of looking" useful to them.
And they, in turn, adapt these ideas for their own use. The
complexity of many of the ideas that Cobb has introduced into the
field of mathematics education can lead to a multiplicity of
interpretations by practitioners and by other researchers, based on
their own experiential backgrounds. Therefore, by detailing the
development of Cobb's work, including the tensions involved in
coming to grips with and reconciling apparently contrasting
perspectives, the book will shed additional light on the processes
of reconceptualization and thus help the reader to understand the
reasons, mechanisms, and outcomes of researchers' constant pursuit
of new insights.
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