Mathematics education and language : interpreting hermeneutics and post-structuralism
著者
書誌事項
Mathematics education and language : interpreting hermeneutics and post-structuralism
（Mathematics education library, v. 20）
Kluwer Academic, c1997
大学図書館所蔵 件 / 全32件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
注記
Includes bibliographical references (p. [244]-257) and indexes
内容説明・目次
内容説明
Contemporary thinking on philosophy and the social sciences has been dominated by analyses that emphasize the importance of language in understanding societies and individuals functioning within them; important developments which have been under-utilized by researchers in mathematics education. This text aims to reach out to contemporary work in these broader fields; drawing on original sources in key areas such as Gadamer and Ricoeur's development of hermeneutics, Habermas' work in critical social theory, Schutz's social phenomenology, Saussure's linguistics and the post-structuralist analysis of Derrida, Foucault and Barthes. Through examining the writings of these major thinkers it is shown how language is necessarily instrumental in developing mathematical understanding; but a language that is in a permanent state of becoming, resisting stable connections to the ideas it locates. The analysis offered extends from children doing mathematics to teachers inspecting and developing their own professional practices.
目次
- Short review of recent research. Part 1 Experiencing mathematics: hermeneutics and mathematics education
- the production of mathematical meaning: a post-structuralist perspective
- sharing mathematical perspectives. Part 2 The classroom environment: some lessons
- the phenomenology of the mathematics classroom. Part 3 The teacher's perspective
- teacher-student interactions
- developing teacher practice.
「Nielsen BookData」 より
