Titlebook: MULTIMATHEMACY: Anthropology and Mathematics Education; Rik Pinxten Book 2016 Springer International Publishing Switzerland 2016 Bishop‘s

malcontented

書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education影響因子(影響力)




書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education影響因子(影響力)學(xué)科排名




書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education網(wǎng)絡(luò)公開度




書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education被引頻次




書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education被引頻次學(xué)科排名




書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education年度引用




書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education年度引用學(xué)科排名




書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education讀者反饋




書目名稱MULTIMATHEMACY: Anthropology and Mathematics Education讀者反饋學(xué)科排名

mitten

Introductionsuch a philosophical or thought experiment math education should better start from the varied cultural background knowledge of children, in order to be successful. Work on worldviews by anthropologists informs us on the variety of background knowledge.

運動的我

anus928

Education in a Post-industrial Worldussion and show how Freudenthal’s and Davis and Hersh’s reality-based view on math education is more up to date than ever. The possible relationships between mathematics education and democracy will then be a preliminary, but necessary discussion for educators and curriculum developers.

adhesive

Foundational Questions?tionistic school showed how Euclid’s geometry can best be understood as a formal translation of the acts and experiences of human beings who have to measure and design their environment continuously. He thus developed a theory on human beings having and producing mathematical reasoning and action.

Reverie

Language and Thoughtis to be clear on the local or culturally specific traditions of language and thought in order to assess their impact on mathematics education for diverse cultural traditions. While some mathematical educators (e.g., Barton) are aware of this dimension and work on it explicitly, most programs and perspectives (notably that of the OECD) ignore it.

adumbrate

Book 2016om there to the Academic Mathematics ? tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively

激怒某人

承認(rèn)

招待

Education in a School Context level and with a very high rate of engagement. In this book the author invites those who work in that paradigm to adopt the perspective of multimathemacy for math education, and complement it with the highly participatory view on daily school practice.