Overview

In the late 20th century, thinking on philosophy and the social sciences primarily focused on the centrality of language in understanding societies and individuals; important developments which have been under-utilized by researchers in mathematics education. In this revised and extended edition, this book reaches out to contemporary work in these broader fields, adding material on how progression in mathematical learning might be variously understood. The concluding chapter considers how teachers experience the new demands they face.

Full Product Details

Author:   Tony Brown
Publisher:   Springer
Imprint:   Springer
Edition:   2nd rev. ed. 2001
Volume:   20(a)
Dimensions:   Width: 15.50cm , Height: 1.70cm , Length: 23.50cm
Weight:   1.000kg
ISBN:  

9780792369691

ISBN 10:   0792369696
Pages:   306
Publication Date:   31 May 2001
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Short Review of Recent Research.- 1. Hermeneutics and Mathematics Education.- Action and Meaning.- Phenomenology.- Hermeneutics.- Hermeneutics and Education.- Towards an Hermeneutical Understanding of Mathematics.- 2. The Production of Mathematical Meaning: A Post-Structuralist Perspective.- Post-Structuralism: A Radical Form of Hermeneutics.- Post-Structuralism, Education and Mathematics.- Saussurian Linguistics and Mathematics.- Self-Reflexivity in Mathematical Engagement.- Creating and Inheriting Mathematics.- 3. Sharing Mathematical Perspectives.- Discourse or Reality?.- Locating Mathematical Knowledge.- Assessing Mathematical Activity.- Combining Language and Experience.- 4. Some Lessons.- 5. The Phenomenology of the Mathematics Classroom.- Personal Space.- Appresentational Association.- Acting in the Supposed World.- 6. Teacher-Student Interactions.- 7. Narratives of Learning Mathematics.- Multiple Accounts.- The Transition from Arithmetical to Algebraic Thinking.- Storying Transition.- Semantic Innovation.- Concluding Comments.- 8. Mathematics and Language.- 9. Developing Teacher Practice.- Writing as a Mechanism for Professional Development.- Building a Professional Discourse of Mathematics Teaching within an Initial Training Course.- Building an Understanding of the Teacher’s Task through Practitioner Enquiry.- 10. Mathematical Cultures.- 11. The Social Constitution of Mathematics.- References.- Name Index.

Reviews

'It seems to me that Brown is involved in an extremely important project in trying to develop such a theoretical frame. This is crucial for the further development of critical mathematics education... I find Mathematics Education and Language interesting and important...' <br>(Professor O. Skovmose, Royal Danish School of Educational Studies, Copenhagen)<br>'It is a remarkable enrichment of our professional literature in terms of theoretical reflection and foundation, as well as through the convincing examples from teaching practice and the style in which it is written. Striking new perspectives are opened for teachers as well as for researchers. It was demanding and strenuous to work with, but personally rewarding and a pleasure.' <br>(Emeritus Professor H. Bauersfeld, Bieleveld University) <br>'...The book is an excellent starting place for anyone seeking a broader introduction to contempory theory and philosophy than is generally available with the comparatively insular world of mathematics education literature... Brown's presentation of the methodological rigour of hermeneutics clearly demonstrates both the timelessness and scholarly potential of this orientation to enquiry.' <br>(B. Davis, York University, Toronto, Canada)

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