| Opening the Research Text: Critical Insights and In(ter)Ventions Into Mathematics Education 2008 Edition Contributor(s): de Freitas, Elizabeth (Editor), Nolan, Kathleen (Editor) |
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ISBN: 0387754636 ISBN-13: 9780387754635 Publisher: Springer OUR PRICE: $104.49 Product Type: Hardcover - Other Formats Published: November 2007 Annotation: The provocative contributions to Opening the Research Text reflect current interest in the political and cultural underpinnings of mathematics education. With 22 contributors including both established researchers and newcomers, this innovative research-oriented volume challenges traditional theories and "comforting narratives" of pedagogy through realistic, non-linear scenarios reflecting the ambiguities and power relationships of the classroom. By alternating research chapters with inventive responses (including poetry, concept mapping, graphic novel, and collage), the editors present theoretical as well as practice-based possibilities in areas as diverse as arts-based inquiry and social justice pedagogy, all in relation to mathematics education. These multiple calls to action will inspire readers to:
Opening the Research Text asks teachers, researchers and scholars to add to the dialogue that is transforming the mathematics education field, and leads new educators toward insights into their careers and the students and communities they serve. Additionally, the book can be a primary graduate or supplementary undergraduate text in education ormathematics education. |
| Additional Information |
| BISAC Categories: - Education | Teaching Methods & Materials - Mathematics - Education | Curricula - Education | Professional Development |
| Dewey: 510.71 |
| LCCN: 2007936206 |
| Series: Mathematics Education Library |
| Physical Information: 0.69" H x 6.14" W x 9.21" (1.24 lbs) 260 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: In this chapter we interrogate the debate between mathematicians and mathematics educators. This debate is widely recognized in the United States, for instance, where the term 'math wars' is often used in reference to the heated disagreements between mathematicians and mathematics edu- tors. Such recognition might suggest that this topic itself has relevance both for the academy and for educational policy pertaining to mathematics edu- tion. We propose to locate this debate, unavoidably, whenever and wherever mathematics education is written. Our aim is to show how the debate itself gives rise to the inscription mathematics education. Indeed, we contend that 'mathematics education' cannot be defined outside of, or prior to, the debate, for it is precisely through the debate that it is constituted as a domain for 1 deliberation. The debate is more primordial than any epistémè or domain implied by it. In other words, we argue that mathematics and mathematics education do not exist epistemically prior to the debate. In order to engage this issue we consider a transcription of a panel debate 2 between mathematicians and mathematics educators held in Brazil in 1998 . There is at least a double meaning for the word 'debate' it may mean a meeting having a beginning and an end, well-localized in space and time and with a specific proposal or focus, as in the following sentence 'I am going to see on TV the debate between Bush and Blair tomorrow at 5 pm'. |
