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This volume is a forward-looking intersection of Sociological
perspectives on mathematics classrooms and socio-political
perspectives on mathematics education. The first perspective has
generated a substantial body of knowledge in the mathematics
education. Interactionist research has deepened our understanding
of interaction processes, socio-mathematical norms and the
negotiation of meaning, generating a 'micro-sociology' or a
'micro-ethnography' of the mathematics classroom. More recently,
socio-political perspectives on mathematics education interrelate
educational practices in mathematics with macro-social issues of
social equity, class, and race and with the policies that regulate
institutionalized mathematics education. This book documents,
strings together and juxtaposes research that uses ethnographical
classroom data to explain, on the one hand, how socio-political
issues play out in the mathematics class. On the other hand, it
illuminates how class, race etc. affect the micro-sociology of the
mathematics classroom. The volume advances the knowledge in the
field by providing an empirical grounding of socio-political
research on mathematics education, and it extends the frame in
which mathematical classroom cultures are conceived.
This volume documents a range of qualitative research approaches
emerged within mathematics education over the last three decades,
whilst at the same time revealing their underlying methodologies.
Continuing the discussion as begun in the two 2003 ZDM issues
dedicated to qualitative empirical methods, this book presents
astate of the art overview on qualitative research in mathematics
education and beyond. The structure of the book allows the reader
to use it as an actual guide for the selection of an appropriate
methodology, on a basis of both theoretical depth and practical
implications. The methods and examples illustrate how different
methodologies come to life when applied to a specific question in a
specific context. Many of the methodologies described are also
applicable outside mathematics education, but the examples provided
are chosen so as to situate the approach in a mathematical context.
This volume documents a range of qualitative research approaches
emerged within mathematics education over the last three decades,
whilst at the same time revealing their underlying methodologies.
Continuing the discussion as begun in the two 2003 ZDM issues
dedicated to qualitative empirical methods, this book presents a
state of the art overview on qualitative research in mathematics
education and beyond. The unique two-part structure of the chapters
allows the reader to use the book as an actual guide for the
selection of an appropriate methodology, on a basis of both
theoretical depth and practical implications. The methods and
examples illustrate how different methodologies come to life when
applied to a specific question in a specific context. Many of the
methodologies described are also applicable outside mathematics
education, but the examples provided are chosen so as to situate
the approach in a mathematical context.
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