Educational Paths to Mathematics: A C.I.E.A.E.M. Sourcebook

ISBN-13: 9783319154091 / Angielski / Twarda / 2015 / 486 str.

Uwe Gellert; Joaquim Gimenez Rodriguez; Corinne Hahn

Opis

This book offers fresh insight and understanding of the many ways in which children, youth and adults may find their paths to mathematics. The chapters of the volume offer and analyse promising new ways into mathematics. The focus is on spaces and modalities of learning, dialogue and inquiry, embodiment and aesthetic experience, information and communication technology and on the use of mathematics in public communication. The chapters present new mathematical activities and conceptions enriching the repertoire of mathematics education practices. Critical commentaries discuss the innovative potential of the new approaches to the teaching and learning of mathematics. As a consequence, the commentaries point to requirements and open issues in the field of research in mathematics education.The volume is remarkably international. Teachers and researchers from 14 countries authored 21 chapters and 7 commentaries. The reader is invited to reflect on the particular effect of presenting avenues to mathematics contrived in diverse national settings in which the praxis of mathematics education might look different compared to what happens in the reader's place.The book starts a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques / International Commission for the Study and Improvement of Mathematics Education.

Spis treści

Educational Paths to Mathematics: Which Paths Forward to What Mathematics?

Uwe Gellert and Corinne Hahn

Part I Cultural Tensions in the Field of Mathematics Education

Re-Interpreting Students’ Interest in Mathematics: Youth Culture and Subjectivity

Paola Valero

Connecting Place and Community to Mathematics Instruction in Rural Schools

Robert Klein

Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Game

Christine Knipping, David Reid and Hauke Straehler-Pohl

 

Part II Working with Adults

 

Learning Mathematics in and out of School: A Workplace Education Perspective

Gail E. FitzSimons

 

Mathematical Modelling and Bank Loan Systems: An Experience with Adults Returning to School

Vera Helena Giusti de Souza, Rosana Nogueira de Lima, Tânia Maria Mendonça Campos and Leonardo Gerardini

 

Working with Adults: A Commentary

Javier Díez-Palomar

Part III Working with Pre-Schoolers

 

‘Number in Cultures’ as a Playful Outdoor Activity: Making Space for Critical Mathematics Education in the Early Years

Anna Chronaki, Georgia Moutzouri and Kostas Magos

 

Fairness Through Mathematical Problem Solving in Preschool Education

Zoi Nikiforidou and Jenny Pange

 

How Do Fair Sharing Tasks Facilitate Young Children’s Access to Fractional Concepts?

Julie Cwikla and Jennifer Vonk

 

Working with Pre-Schoolers: A Dual Commentary

Michaela Kaslová and Sixto Romero

Part IV Taking Spaces and Modalities into Account

 

Digital Mathematical Performances: Creating a Liminal Space for Participation

Susan Gerofsky

 

 

Participation in Mathematics Problem-Solving Through Gestures and Narration

Luciana Bazzini and Cristina Sabena

 

 

Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical Discourse

Eleni Gana, Charoula Stathopoulou and Petros Chaviaris

 

 

Commentary: Semiotic Game, Semiotic Resources, Liminal Space––A Revolutionary Moment in Mathematics Education!

Peter Appelbaum

 

Part V Criticising Public Discourse

 

Numbers on the Front Page: Mathematics in the News

Dimitris Chassapis and Eleni Giannakopoulou

On the Role of Inconceivable Magnitude Estimation Problems to Improve Critical Thinking

Lluís Albarracín and Núria Gorgorió

 

Criticizing Public Discourse and Mathematics Education: A Commentary

Charoula Stathopoulou

 

Part VI Organising Dialogue and Enquiry

 

Facilitating Deliberate Dialogue in Mathematics Classroom

Ana Serradó, Yuly Vanegas and Joaquim Giménez

Inquiry-Based Mathematics Teaching: The Case of Célia

Luís Menezes, Hélia Oliveira and Ana Paula Canavarro

Using Drama Techniques for Facilitating Democratic Access to Mathematical Ideas for All Learners

Panayota Kotarinou and Charoula Stathopoulou

Organising Dialogue and Enquiry: A Commentary

Lambrecht Spijkerboer and Leonor Santos

Part VII Providing Information Technology

 

Educational Laptop Computers Integrated into Mathematics Classrooms

Maria Elisabette Brisola Brito Prado and Nielce Meneguelo Lobo da Costa

 

Technology and Education: Frameworks to Think Mathematics Education in the 21st Century

Gilles Aldon

 

Technology in the Teaching and Learning of Mathematics in the 21st Century: What Aspects Must Be Considered?

A Commentary

Fernando Hitt

 

Part VIII Transcending Boundaries

 

Family Math: Doing Mathematics to Increase the Democratic Participation in the Learning Process

Javier Díez-Palomar

 

Service-Learning as Teacher Education

Peter Appelbaum

The Learning and Teaching of Mathematics as an Emergent Property Through Interacting Systems and Interchanging Roles:

A Commentary

Fragiskos Kalavasis and Corneille Kazadi

 

Themes and Places of the CIEAEM Conferences Presidents of the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques

 

 

Index

Blurb

This book offers fresh insight and understanding of the many ways in which children, youth and adults may find their paths to mathematics. The chapters of the volume offer and analyse promising new ways into mathematics. The focus is on spaces and modalities of learning, dialogue and inquiry, embodiment and aesthetic experience, information and communication technology and on the use of mathematics in public communication. The chapters present new mathematical activities and conceptions enriching the repertoire of mathematics education practices. Critical commentaries discuss the innovative potential of the new approaches to the teaching and learning of mathematics. As a consequence, the commentaries point to requirements and open issues in the field of research in mathematics education.

The volume is remarkably international. Teachers and researchers from 14 countries authored 21 chapters and 7 commentaries. The reader is invited to reflect on the particular effect of presenting avenues to mathematics contrived in diverse national settings in which the praxis of mathematics education might look different compared to what happens in the reader’s place.

The book starts a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques / International Commission for the Study and Improvement of Mathematics Education.