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This book brings together various studies that assume phenomenology
to analyze how mathematics education is affected by the experience
of being in the cyberspace. The authors of the chapters included in
this contributed volume work with the theoretical framework
developed by authors such as Edmund Husserl, Martin Heidegger and
Maurice Merleau-Ponty to investigate how mathematics is produced
and comprehended in a new way of being in the world, with digital
technologies. The aim of this book is not to explain the tools used
and how one works with them in the cyberspace, aiming at better
teaching and learning mathematics. Its purpose is to present
philosophical investigations that contribute to the understanding
of the complexity of the world in which we are being researchers
and mathematics teachers. By doing so, Constitution and Production
of Mathematics in the Cyberspace - A Phenomenological Approach will
help researchers and mathematics teachers understand their role in
a world in which the experience of teaching and learning
mathematics is being radically changed by new technologies and new
ways of being in this world.
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.Â
This book brings together various studies that assume phenomenology
to analyze how mathematics education is affected by the experience
of being in the cyberspace. The authors of the chapters included in
this contributed volume work with the theoretical framework
developed by authors such as Edmund Husserl, Martin Heidegger and
Maurice Merleau-Ponty to investigate how mathematics is produced
and comprehended in a new way of being in the world, with digital
technologies. The aim of this book is not to explain the tools used
and how one works with them in the cyberspace, aiming at better
teaching and learning mathematics. Its purpose is to present
philosophical investigations that contribute to the understanding
of the complexity of the world in which we are being researchers
and mathematics teachers. By doing so, Constitution and Production
of Mathematics in the Cyberspace - A Phenomenological Approach will
help researchers and mathematics teachers understand their role in
a world in which the experience of teaching and learning
mathematics is being radically changed by new technologies and new
ways of being in this world.
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