Mathematics education research as a discipline is situated at the
confluence of an array of diffuse' seemingly incommensurable' and
radically divergent discourses. Research claims that have grown out
of mathematics education are wide-ranging and antagonistic rather
than circumscribed by hidebound disciplinary frames. While there
has never been a unified' totalising discipline of knowledge
labelled 'mathematics education research'' and while it has always
been a contested terrain' it is fair to say that the master
paradigm out of which this field has been generated has been that
of cognitive psychology. Mainstream mathematics education
knowledges refracting the master discourse of psychology -whereby
cognition serves as the central privileged and defining concept-
clearly delimits its possibilities for serving as a social tool of
democratic transformation. The central point of departure of this
new collection is that mathematics education research is
insufficiently univocal to support the type of uncompromising
interpretation that cognitive psychologists would bring to it. The
hallmark contribution of this pathbreaking volume edited by Paola
Valero and Robyn Zevenbergen is the paradigmatic shift the authors
have effected in the field of mathematics education research'
taking up a position at the faultline of socio-cultural analysis
and critical pedagogy.
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