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Titlebook: Ongoing Advancements in Philosophy of Mathematics Education; Maria Aparecida Viggiani Bicudo,Bronislaw Czarnoch Book 2023 The Editor(s) (i

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發(fā)表于 2025-3-21 19:08:51 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Ongoing Advancements in Philosophy of Mathematics Education
編輯Maria Aparecida Viggiani Bicudo,Bronislaw Czarnoch
視頻videohttp://file.papertrans.cn/702/701487/701487.mp4
概述Synthesizes‘the latest research on the philosophy of mathematics education.Includes practical guidelines and examples for incorporating into the mathematics classroom.Focuses on a new vision of mathem
圖書封面Titlebook: Ongoing Advancements in Philosophy of Mathematics Education; Maria Aparecida Viggiani Bicudo,Bronislaw Czarnoch Book 2023 The Editor(s) (i
描述.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 mathematicseducation. The theme that gives life to the book is philosophy of mathematics educationunderstood as arising from the intertwining between philosophy of mathematics andphilosophy of education which, through constant analytical and reflective work regardingteaching 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 thebook. 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 psychologicalfoundations traditionally accepted by Western civilization. Others expose theoreticalfoundations based on a new vision and comprising innovative approaches to historical andpresent-day issues in educational philosophy. The final third of the book is devoted to theseunique and innovative research stances towards important and change resistant soci
出版日期Book 2023
關鍵詞Philosophy of mathematics education; Mathematics teaching and learning; Mathematical validity; Finite a
版次1
doihttps://doi.org/10.1007/978-3-031-35209-6
isbn_softcover978-3-031-35211-9
isbn_ebook978-3-031-35209-6
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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Scientific Revolutions: From Popper to Heisenberg1–1976). The following two theses are of particular importance for our analysis. The first states that theories are always underdetermined by the data they are supposed to re-present, so that theories appear as realities of their own. We explore how this thesis can be upheld and proved fruitful whil
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Networking Phenomenology and Didactics: Horizon of Didactical Milieus with a Focus on Abstract Algebieu which, in turns, informs or sanctions them. Our main idea is to combine TDS with tools from Philosophy, around the notion of horizon, in order to develop further the hermeneutical and phenomenological dimensions of the learner’s interaction with the milieu. The fertility of combining theoretical
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Toward a Systems Theory Approach to Mathematics Educationess (psychic systems). It is in the spirit of this volume, a work in progress at a philosophical level of sociology. My aim then here is primarily to set out the key ideas and key thinking in social systems and begin to examine mathematics education from this perspective. One of the challenges that
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Towards a Philosophy of Creativity in Mathematics Education Springer, 2018), who suggests that the point of departure for such an endeavor should be the critical examination of its fundamental problems. Accordingly, we begin by identifying and exploring several critical issues in the field of research in creativity in mathematics education: the multitude of
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A Reconsideration of Appropriation from a Sociocultural Perspectiveamic composition and mutual composition, and an extended sign appropriation and use model. Comparative studies of previous research have pointed out the restrictions of appropriation. In addition, the study clarifies that appropriation can overcome the three problems of internalization. This is one
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