Theories of Mathematics Education: Seeking New Frontiers

ISBN-13: 9783642261183 / Angielski / Miękka / 2012 / 668 str.

Sriraman, Bharath

Opis

Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM--The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt fur - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincare (1854-1912), who said "To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.

This inaugural book in the new series Advances in Mathematics Education is the most up to date, comprehensive and avant garde treatment of Theories of Mathematics Education which use two highly acclaimed ZDM special issues on theories of mathematics education (issue 6/2005 and issue 1/2006), as a point of departure. Historically grounded in the Theories of Mathematics Education (TME group) revived by the book editors at the 29th Annual PME meeting in Melbourne and using the unique style of preface-chapter-commentary, this volume consist of contributions from leading thinkers in mathematics education who have worked on theory building.§This book is as much summative and synthetic as well as forward-looking by highlighting theories from psychology, philosophy and social sciences that continue to influence theory building. In addition a significant portion of the book includes newer developments in areas within mathematics education such as complexity theory, neurosciences, modeling, critical theory, feminist theory, social justice theory and networking theories. The 19 parts, 17 prefaces and 23 commentaries synergize the efforts of over 50 contributing authors scattered across the globe that are active in the ongoing work on theory development in mathematics education.

Recenzje

From the reviews:

"Theories of Mathematics Education: Seeking New Frontiers is the first book in the series titled 'Advances in Mathematics Education.' The book contains 20 chapters, 16 prefaces, and 23 commentaries ... . if you are interested and ready to join, as a listener, an interesting and informative conversation among the leaders in the field of ME, to follow their contemplations and become exposed to their arguments and disagreements, then this book will provide you with plenty." (Roza Leikin and Rina Zazkis, Journal for Research in Mathematics Education, Vol. 43 (2), March, 2012)

"The series intends to 'integrate, synthesize, and extend' work in the field so that promising ideas can be improved and built upon. The seed for this inaugural book was the 2005 meeting of the International Group of the Psychology of Mathematics Education. ... The ultimate test of the value of the ideas in this book is whether they or their progeny help solve the problems that teachers, administrators, and policymakers face as they work to improve mathematics teaching and learning." (Kristin L. Umland, The Mathematical Intelligencer, Vol. 33 (2), March, 2011)

"Book addresses much more, including teachers' pedagogical actions and the politicization of mathematics education, and offers an intriguing look at covert ways of knowing. ... provides vocabularies to use, pronouncements to respond to, and examples to consider for researchers and graduate students who wish to discuss what MER theory is and should be. For these reasons, the book will be of most interest to expert, novice, and aspiring researchers who are using, crafting, refining, or reflecting upon theories for their own current and future research." (Robert Ely, Educational Studies in Mathematics, May, 2010)

"I like this book!! It is the flagship book announcing a new Springer series Advances in Mathematics Education, and as such it does a wonderful job introducing readers to the field, at the same time laying it out clearly and extending it in many different directions. It provides a valuable perspective on the field. ... a valuable resource for anyone interested in learning about the many facets of the field. ... I highly recommend it for the library of any serious mathematics education researcher." (Libby Knott, Mathematics Education Research Journal, Vol. 22 (3), 2010)

"Volume is organized into 19 parts, each of which, after the initial overview ... typically contains a brief preface, a substantial essay, and from one to three commentaries on the essay. ... This is an excellent format ... suited for discussions of theory. ... researchers will find themselves provoked to react to various perspectives; those embarking on their careers will find introductions to a wide range of areas. All will be provoked to react, and that ... is a fitting reward for reading the book." (Alan H. Schoenfeld, ZDM Mathematics Education, Vol. 42, 2010)

Spis treści

I.- Preface to Part I.- Surveying Theories and Philosophies of Mathematics Education.- II.- Preface to Part II Ernest’s Reflections on Theories of Learning.- Reflections on Theories of Learning.- Commentary 1 on Reflections on Theories of Learning by Paul Ernest.- Commentary 2 on Reflections on Theories of Learning.- III.- Preface to Part III.- On the Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education.- Commentary on On the Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education.- IV.- Preface to Part IV.- Theories of Mathematics Education: Is Plurality a Problem?.- Commentary on Theories of Mathematics Education: Is Plurality a Problem?.- V.- Preface to Part V.- Re-conceptualizing Mathematics Education as a Design Science.- Commentary 1 on Re-conceptualizing Mathematics Education as a Design Science.- Commentary 2 on Re-conceptualizing Mathematics Education as a Design Science.- Commentary 3 on Re-conceptualizing Mathematics Education as a Design Science.- VI.- Preface to Part VI.- The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks.- Commentary on The Fundamental Cycle of Concept Construction Underlying Various Theoretical Frameworks.- VII.- Preface to Part VII.- Symbols and Mediation in Mathematics Education.- Commentary on Symbols and Mediation in Mathematics Education.- VIII.- Problem Solving Heuristics, Affect, and Discrete Mathematics: A Representational Discussion.- Commentary on Problem Solving Heuristics, Affect, and Discrete Mathematics: A Representational Discussion.- IX.- Preface to Part IX.- Problem Solving for the 21 Century.- Commentary 1 on Problem Solving for the 21 Century.- Commentary 2 on Problem Solving for the 21 Century.- X.- Preface to Part X.- Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education.- Commentary on Embodied Minds and Dancing Brains: New Opportunities for Research in Mathematics Education.- XI.- Preface to Part XI.- DNR-Based Instruction in Mathematics as a Conceptual Framework.- Commentary on DNR-Based Instruction in Mathematics as a Conceptual Framework.- XII.- Appreciating in Qualitative Research.- XIII.- Preface to Part XIII.- Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory : Reflecting on Goals and Beliefs.- Commentary on Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory : Reflecting on Goals and Beliefs.- XIV.- Preface to Part XIV.- Feminist Pedagogy and Mathematics.- Commentary 1 on Feminist Pedagogy and Mathematics.- Commentary 2 on Feminist Pedagogy and Mathematics.- Commentary 3 on Feminist Pedagogy and Mathematics.- XV.- Preface to Part XV.- Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches.- Commentary on Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches.- XVI.- Preface to Part XVI.- On Networking Strategies and Theories’ Compatibility: Learning from an Effective Combination of Theories in a Research Project.- Modalities of a Local Integration of Theories in Mathematics Education.- Commentary on On Networking Strategies and Theories’ Compatibility: Learning from an Effective Combination of Theories in a Research Project.- Commentary on Modalities of a Local Integration of Theories in Mathematics Education.- XVII.- Preface to Part XVII.- Complexity Theories and Theories of Learning: Literature Reviews and Syntheses.- XVIII.- Preface to Part XVIII.- Knowing More Than We Can Tell.- Commentary on Knowing More Than We Can Tell.- XIX.- Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough?.- Commentary on Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough?.