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Why Teach Mathematics?
In this book, the author discusses a modern concept of general education that then helps to clarify both curricular and pedagogical deficits involved in conventional mathematics instruction. It provides an outline of an alternative mathematics instruction that can help to realize a general education and presents detailed arguments for seven interconnected objectives of a school system aiming at general education.
Learning Mathematics
This volume emphasizes students' inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fundamental theorem of calculus, and theoretical constructs such as the crucial role of language and symbols, and the importance of dynamic imagery.
A Diabolical Voice
In A Diabolical Voice, Justine L. Trombley traces the afterlife of the Mirror of Simple Souls, which circulated anonymously for two centuries in four languages, though not without controversy or condemnation. Widely recognized as one of the most unusual and important mystical treatises of the late Middle Ages, the Mirror was condemned in Paris in 1310 as a heretical work, and its author, Marguerite Porete, was burned at the stake. Trombley identifies alongside the work's increasing positive reception a parallel trend of opposition and condemnation centered specifically around its Latin translation. She's discovered fourteenth- and fifteenth-century theologians, canon lawyers, inquisitors, an...
The Culture of the Mathematics Classroom
The culture of the mathematics classroom is becoming an increasingly salient topic of discussion in mathematics education. Studying and changing what happens in the classroom allows researchers and educators to recognize the social character of mathematical pedagogy and the relationship between the classroom and culture at large. This volume is divided into three sections, reporting findings gained in both research and practice. The first part presents several attempts to change classroom culture by focusing on the education of mathematics teachers and on teacher-researcher collaboration. The second section shifts to the interactive processes of the mathematics classroom and to the communal nature of learning. The third section discusses the means of constructing, filtering, and establishing mathematical knowledge that are characteristic of classroom culture. This internationally relevant volume will be of particular interest to educators and educational researchers.
Leaders in Mathematics Education: Experience and Vision
This book consists of interviews with the most important mathematics educators of our time. These interviews were originally published in the International Journal for the History of Mathematics Education and are now being offered to a wider readership for the first time, collected in a single volume. Among the individuals interviewed are scholars from Brazil, France, Germany, Russia, the United Kingdom, and the United States who have made a significant impact on the development of mathematics education in their countries and internationally. The interviews cover their biographies, including their memories of their own studies in mathematics and their intellectual formation, their experience as researchers and teachers, and their visions of the history and future development of mathematics education. The book will be of interest to anyone involved in research in mathematics education, and anyone interested in the history of mathematics education.
Theories of Mathematical Learning
Chemists, working with only mortars and pestles, could not get very far unless they had mathematical models to explain what was happening "inside" of their elements of experience -- an example of what could be termed mathematical learning. This volume contains the proceedings of Work Group 4: Theories of Mathematics, a subgroup of the Seventh International Congress on Mathematical Education held at Université Laval in Québec. Bringing together multiple perspectives on mathematical thinking, this volume presents elaborations on principles reflecting the progress made in the field over the past 20 years and represents starting points for understanding mathematical learning today. This volume will be of importance to educational researchers, math educators, graduate students of mathematical learning, and anyone interested in the enterprise of improving mathematical learning worldwide.
Didactics of Mathematics as a Scientific Discipline
Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field. The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Educat...
Beyond the Timeline: Resetting Historiography
Different from literary works (prose, drama etc.) with techniques like montage and contemporary media (film, documentaries, video games, internet) where time-lines are being questioned through flashbacks and flashwords, historiography seems to have resisted such challenges. Most historiographical works (biographies, scholarly studies) still adhere to chronological narratives, even though the boundaries between history and literary fiction have been blurred over the past decades. Responding to 20th/21st c. attempts like Walter Benjamin’s prophetic historian, this volume asks: How to write history without following the chronologically oriented trajectory of time? The interdisciplinary contri...
The World of Medieval Monasticism
This book surveys the full panorama of ten centuries of Christian monastic life. It moves from the deserts of Egypt and the Frankish monasteries of early medieval Europe to the religious ruptures of the eleventh and twelfth centuries and the reforms of the later Middle Ages. Throughout that story the book balances a rich sense of detail with a broader synthetic view. It presents the history of religious life and its orders as a complex braid woven from multiple strands: individual and community, spirit and institution, rule and custom, church and world. The result is a synthesis that places religious life at the center of European history and presents its institutions as key catalysts of Europe's move toward modernity.
Constructivism and Education
An international collection dealing with the constructivist approach to education.
