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Opening the Research Text Critical Insights and In ter ventions into Mathematics Education Mathematics Education Library 2008th Edition by Elizabeth de Freitas, Kathleen Nolan ISBN 0387754636 978-0387754635

  • SKU: BELL-2173664
Opening the Research Text Critical Insights and In ter ventions into Mathematics Education Mathematics Education Library 2008th Edition by Elizabeth de Freitas, Kathleen Nolan ISBN 0387754636 978-0387754635
$ 31.00 $ 45.00 (-31%)

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Opening the Research Text Critical Insights and In ter ventions into Mathematics Education Mathematics Education Library 2008th Edition by Elizabeth de Freitas, Kathleen Nolan ISBN 0387754636 978-0387754635 instant download after payment.

Publisher: Springer
File Extension: PDF
File size: 1.59 MB
Pages: 257
Author: Elizabeth de Freitas, Kathleen Nolan
ISBN: 9780387754635
Language: English
Year: 2007
Edition: 1

Product desciption

Opening the Research Text Critical Insights and In ter ventions into Mathematics Education Mathematics Education Library 2008th Edition by Elizabeth de Freitas, Kathleen Nolan ISBN 0387754636 978-0387754635 by Elizabeth De Freitas, Kathleen Nolan 9780387754635 instant download after payment.

Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (Mathematics Education Library) 2008th Edition by Elizabeth de Freitas, Kathleen Nolan - Ebook PDF Instant Download/Delivery: 0387754636, 978-0387754635

Full download Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (Mathematics Education Library) 2008th Edition after payment

 

 

Product details:

ISBN 10: 0387754636

ISBN 13: 978-0387754635 

Author: Elizabeth de Freitas, Kathleen Nolan

In this chapter we interrogate the debate between mathematicians and mathematics educators. This debate is widely recognized in the United States, for instance, where the term ‘math wars’ is often used in reference to the heated disagreements between mathematicians and mathematics edu- tors. Such recognition might suggest that this topic itself has relevance both for the academy and for educational policy pertaining to mathematics edu- tion. We propose to locate this debate, unavoidably, whenever and wherever mathematics education is written. Our aim is to show how the debate itself gives rise to the inscription mathematics education. Indeed, we contend that ‘mathematics education’ cannot be defined outside of, or prior to, the debate, for it is precisely through the debate that it is constituted as a domain for 1 deliberation. The debate is more primordial than any epistémè or domain implied by it. In other words, we argue that mathematics and mathematics education do not exist epistemically prior to the debate. In order to engage this issue we consider a transcription of a panel debate 2 between mathematicians and mathematics educators held in Brazil in 1998 . There is at least a double meaning for the word ‘debate’: it may mean a meeting having a beginning and an end, well-localized in space and time and with a specific proposal or focus, as in the following sentence ‘I am going to see on TV the debate between Bush and Blair tomorrow at 5 pm’.

Table of contents:

  1. Foreword to the Research Text: Mathematics Education under Cross-Examination

  2. Best Evidence Research Redefined in Mathematics Education

  3. Mathematics and Mathematics Education—Deconstructing the Math Wars

  4. Opening the Mathematics Text: What Does It Say?

  5. Comforting Narratives of Compliance: Psychoanalytic Perspectives on New Teacher Responses to Mathematics Policy Reform

  6. Power Distribution in the Network of Mathematics Education Practices

  7. Mathematics Education in a Knowledge Market: Developing Functional and Critical Competencies

  8. Building Political Relationships with Students: An Aspect of Social Justice Pedagogy

  9. Afterword: Bootleg Mathematics

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Tags: Elizabeth de Freitas, Kathleen Nolan, Opening, Research, Text, Critical, Insights, Interventions, Mathematics, Education, Library

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