This books presents an 'inclusive materialist' approach to studying mathematics education, which offers a fresh perspective on human and nonhuman bodies and their relationship to mathematical concepts. The authors provide empirical examples to challenge current assumptions about the role of the senses, language, and ability in teaching and learning mathematics.
This books presents an 'inclusive materialist' approach to studying mathematics education, which offers a fresh perspective on human and nonhuman bodies and their relationship to mathematical concepts. The authors provide empirical examples to challenge current assumptions about the role of the senses, language, and ability in teaching and learning mathematics.
Produktdetails
Produktdetails
Learning in Doing: Social, Cognitive and Computational Perspectives
Elizabeth de Freitas is an associate professor at the Ruth S. Ammon School of Education at Adelphi University. She is the co-editor of Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (2008) and an associate editor of the journal Educational Studies in Mathematics.
Inhaltsangabe
Introduction 1. When does a body become a body? 2. The 'ontological turn' of inclusive materialism 3. Diagrams, gestures, movement 4. Inventiveness in the mathematics classroom 5. Materialist approaches to mathematics classroom discourse 6. The sensory politics of the body mathematical 7. Mapping the cultural formation of the mathematical aesthetic 8. The virtuality of mathematical concepts Conclusion.
Introduction 1. When does a body become a body? 2. The 'ontological turn' of inclusive materialism 3. Diagrams, gestures, movement 4. Inventiveness in the mathematics classroom 5. Materialist approaches to mathematics classroom discourse 6. The sensory politics of the body mathematical 7. Mapping the cultural formation of the mathematical aesthetic 8. The virtuality of mathematical concepts Conclusion.
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