東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Transreform radical humanism = a mat...

Russell, Gale.

Linked to FindBook

Google Book

Amazon

博客來

Transreform radical humanism = a mathematics and teaching philosophy /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transreform radical humanism/ by Gale Russell.
Reminder of title:	a mathematics and teaching philosophy /
Author:	Russell, Gale.
Published:	Rotterdam :Sense Publishers : : 2017.,
Description:	xv, 240 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Mathematics - Study and teaching. -
Online resource:	http://dx.doi.org/10.1007/978-94-6351-074-5
ISBN:	9789463510745

Transreform radical humanism = a mathematics and teaching philosophy /
Russell, Gale.

Transreform radical humanisma mathematics and teaching philosophy /[electronic resource] :by Gale Russell. - Rotterdam :Sense Publishers :2017. - xv, 240 p. :ill., digital ;24 cm. - Advances in innovation education ;v.5. - Advances in innovation education ;v.5..

In Transreform Radical Humanism: A Mathematics and Teaching Philosophy, a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory is used to analyze a diverse collection of data: the author's evolving relationship with mathematics; the philosophies of mathematics; the "math wars"; the achievement gap for Indigenous students in mathematics and some of the lessons learned from ethnomathematics; and risk education as an emerging topic within mathematics curricula. Foundational to this analysis is a new theoretical framework that envelops an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. This analysis of the data sets results in the emergence of a new theory, the Transreform Approach to the teaching and learning of mathematics, and in the transreform radical humanistic philosophy of mathematics. Within these pages, mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. As the assumed incommensurability of worldviews is challenged, so too new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.

ISBN: 9789463510745

Standard No.: 10.1007/978-94-6351-074-5doiSubjects--Topical Terms:

523932
Mathematics
--Study and teaching.

LC Class. No.: QA10.7 / .R87 2017

Dewey Class. No.: 510.71

Transreform radical humanism = a mathematics and teaching philosophy /
LDR:02625nmm a2200325 a 4500 001 2106256
003 DE-He213
005 20180315103537.0
006 m d
007 cr nn 008maaau
008 180417s2017 ne s 0 eng d
020 $a 9789463510745 $q (electronic bk.)
020 $a 9789463510721 $q (backpaper)
020 $a 9789463510738 $q (hardback)
024 7 $a 10.1007/978-94-6351-074-5 $2 doi
035 $a 978-94-6351-074-5
040 $a GP $c GP
041 0 $a eng
050 4 $a QA10.7 $b .R87 2017
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 510.71 $2 23
090 $a QA10.7 $b .R963 2017
100 1 $a Russell, Gale. $3 3251967
245 1 0 $a Transreform radical humanism $h [electronic resource] : $b a mathematics and teaching philosophy / $c by Gale Russell.
260 $a Rotterdam : $b Sense Publishers : $b Imprint: Sense Publishers, $c 2017.
300 $a xv, 240 p. : $b ill., digital ; $c 24 cm.
490 1 $a Advances in innovation education ; $v v.5
520 $a In Transreform Radical Humanism: A Mathematics and Teaching Philosophy, a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory is used to analyze a diverse collection of data: the author's evolving relationship with mathematics; the philosophies of mathematics; the "math wars"; the achievement gap for Indigenous students in mathematics and some of the lessons learned from ethnomathematics; and risk education as an emerging topic within mathematics curricula. Foundational to this analysis is a new theoretical framework that envelops an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. This analysis of the data sets results in the emergence of a new theory, the Transreform Approach to the teaching and learning of mathematics, and in the transreform radical humanistic philosophy of mathematics. Within these pages, mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. As the assumed incommensurability of worldviews is challenged, so too new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.
650 0 $a Mathematics $x Study and teaching. $3 523932
650 0 $a Mathematics $x Philosophy. $3 523930
650 0 $a Ethnomathematics. $3 525089
650 1 4 $a Education. $3 516579
650 2 4 $a Education, general. $3 2162157
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a Advances in innovation education ; $v v.5. $3 3251968
856 4 0 $u http://dx.doi.org/10.1007/978-94-6351-074-5
950 $a Education (Springer-41171)