In Nineteen Eighty-Four George Orwell gives a description of different forms of suppression. We learn about the telescreens placed everywhere, through which it is possible for Big-Brother to watch the inhabitants of Oceania. However, it is not only important to control the activities of the inhabitants, it is important as well to control their thoughts, and the Thought Police are on guard. This is a very direct form of monitoring and control, but Orwell also outlines a more imperceptible and calculated line of thought control. In the Appendix to Nineteen Eighty-Four Orwell explains some struc...
In Nineteen Eighty-Four George Orwell gives a description of different forms of suppression. We learn about the telescreens placed everywhere, through...
Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism, Vygotsky's writings on children's learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotsky's work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is...
Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activi...
At a time when the importance of lifelong education is becoming recognised around the world, this is the first book to explore an important but hitherto neglected area: adult mathematics education. This book is about adults learning mathematics wherever and in whatever circumstances they do so. It brings together researchers in the field and aims to lay the foundations for study and further research and practice in this fast-developing area. It aims to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education and to be...
At a time when the importance of lifelong education is becoming recognised around the world, this is the first book to explore an important but hither...
This book confronts the issue of how young people can find a way into the world of algebra. It represents multiple perspectives which include an analysis of situations in which algebra is an efficient problem-solving tool, the use of computer-based technologies, and a consideration of the historical evolution of algebra. The book emphasizes the situated nature of algebraic activity as opposed to being concerned with identifying students' conceptions in isolation from problem-solving activity.
This book confronts the issue of how young people can find a way into the world of algebra. It represents multiple perspectives which include an an...
To a large extent, it lies, no doubt, in what is presented in this work under the title of meta lever, a method which it is certainly interesting to develop and further refine. There exists in mathematics courses a strange prudery which forbids one to ask questions such as, Why are we doing this? -, At what is the objective aimed? -, whereas it is usually easy to reply to such questions, to keep them in mind, and to show that one can challenge these questions and modify the objectives to be more productive or more useful. If we don t do this we give a false impression of a gratuitous or...
To a large extent, it lies, no doubt, in what is presented in this work under the title of meta lever, a method which it is certainly interesting to d...
This timely volume raises issues concerning the nature of school mathematics and mathematics at work, and the challenges of teaching valuable mathematics in school and providing appropriate training for a variety of careers. It offers lively commentaries on important hot' topics: transferring knowledge and skill across contexts; 'authentic mathematics'; comparability of different types of assessment; and analyses of research methods.
This timely volume raises issues concerning the nature of school mathematics and mathematics at work, and the challenges of teaching valuable mathe...
This book discusses mathematics learners in transition and their practices in different contexts; the institutional and socio-cultural framing of the transition processes involved; and the communication and negotiation of mathematical meanings during transition. Providing both empirical studies and significant theoretical reflections, it will appeal to researchers and postgraduate students in mathematics education, cultural psychology, multicultural education, immigrant and indigenous education.
This book discusses mathematics learners in transition and their practices in different contexts; the institutional and socio-cultural framing of t...
The almost universal rejection of the notion of symbols as carriers of meaning' has created the need to find an alternative for the use of models as embodiments of mathematical concepts. By taking its point of departure as a concern for the way students actually use tools and symbols, and for what these signify for them, this book explores the option of building on symbolizing, modelling and tool use as personally meaningful activities of students. This theme is approached from different angles and different perspectives. One dimension is that of setting, varying from the study of informal,...
The almost universal rejection of the notion of symbols as carriers of meaning' has created the need to find an alternative for the use of models as e...
Seven years after its publication in Germany, this book is now available to English readers. In the German-speaking countries, the publication led to intense controversies on the significance, the goals, and the future development of mathematics instruction in schools. Currently, there is much debate in many countries on how to evaluate the findings of such international comparative studies as TIMSS and PISA, debate on which consequences should be taken for designing national curricula and on which reforms of mathematics instruction in schools should be initiated. I hope that this book might...
Seven years after its publication in Germany, this book is now available to English readers. In the German-speaking countries, the publication led to ...
The development of knowledge is never easy. One doesn t want to go over old ground again, but yet one needs to establish the new in the context of the old. One is also anxious about the novelty of the ideas are they new enough, or are they too way out to be acceptable? In some fields perhaps these criteria are less important than in others. In education, I sense that novelty is a tricky criterion, varying in value from society to society. In some societies the new ideas have to justify their adoption in the face to the old, tried and tested ideas. (Better the devil you know than the devil you...
The development of knowledge is never easy. One doesn t want to go over old ground again, but yet one needs to establish the new in the context of the...
