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Author: Gale Russell Publisher: Springer ISBN: 9463510745 Category : Education Languages : en Pages : 16
Book Description
In Transreform Radical Humanism: A Mathematics and Teaching Philosophy, a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory is used to analyze a diverse collection of data: the author’s evolving relationship with mathematics; the philosophies of mathematics; the “math wars”; the achievement gap for Indigenous students in mathematics and some of the lessons learned from ethnomathematics; and risk education as an emerging topic within mathematics curricula. Foundational to this analysis is a new theoretical framework that envelops an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. This analysis of the data sets results in the emergence of a new theory, the Transreform Approach to the teaching and learning of mathematics, and in the transreform radical humanistic philosophy of mathematics. Within these pages, mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. As the assumed incommensurability of worldviews is challenged, so too new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.
Author: Gale Russell Publisher: Springer ISBN: 9463510745 Category : Education Languages : en Pages : 16
Book Description
In Transreform Radical Humanism: A Mathematics and Teaching Philosophy, a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory is used to analyze a diverse collection of data: the author’s evolving relationship with mathematics; the philosophies of mathematics; the “math wars”; the achievement gap for Indigenous students in mathematics and some of the lessons learned from ethnomathematics; and risk education as an emerging topic within mathematics curricula. Foundational to this analysis is a new theoretical framework that envelops an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. This analysis of the data sets results in the emergence of a new theory, the Transreform Approach to the teaching and learning of mathematics, and in the transreform radical humanistic philosophy of mathematics. Within these pages, mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. As the assumed incommensurability of worldviews is challenged, so too new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.
Author: Ann Kajander Publisher: Springer ISBN: 3319923900 Category : Education Languages : en Pages : 695
Book Description
This volume brings together recent research and commentary in secondary school mathematics from a breadth of contemporary Canadian and International researchers and educators. It is both representative of mathematics education generally, as well as unique to the particular geography and culture of Canada. The chapters address topics of broad applicability such as technology in learning mathematics, recent interest in social justice contexts in the learning of mathematics, as well as Indigenous education. The voices of classroom practitioners, the group ultimately responsible for implementing this new vision of mathematics teaching and learning, are not forgotten. Each section includes a chapter written by a classroom teacher, making this volume unique in its approach. We have much to learn from one another, and this volume takes the stance that the development of a united vision, supported by both research and professional dialog, provides the first step.
Author: Paolo Boero Publisher: Sense Publishers ISBN: 9077874216 Category : Education Languages : en Pages : 335
Book Description
This book, addressing mathematics educators, teacher-trainers and teachers, is published as a contribution to the endeavour of renewing the teaching of proof (and theorems) on the basis of historical-epistemological, cognitive and didactical considerations.
Author: Archie Hobson Publisher: Oxford University Press, USA ISBN: 0195173287 Category : Language Arts & Disciplines Languages : en Pages : 474
Book Description
"Features more than 10,000 entries that focus exclusively on words that, while outside most people's working vocabulary, are often encountered in literature, in technical writings such as computing or medical terminology, and in such diverse subject areas as law, philosophy, and art. Special attention is given to easily confused or closely related words. Usage notes are provided to ensure that readers know how to integrate these words into their vocabularies for more precision and power in speech and writing."--Back cover.
Author: Limin Jao Publisher: Springer ISBN: 3319636243 Category : Education Languages : en Pages : 279
Book Description
The book explores various facets of transdisciplinarity in mathematics education and its importance for research and practice. The book comprehensively outlines the ways that mathematics interacts with different disciplines, world views, and contexts; these topics include: mathematics and the humanities, the complex nature of mathematics education, mathematics education and social contexts, and more. It is an invaluable resource for mathematics education students, researchers, and practitioners seeking to incorporate transdisciplinarity into their own practice.
Author: Svanborg Rannveig Jónsdóttir Publisher: Springer ISBN: 9463008004 Category : Education Languages : en Pages : 20
Book Description
People throughout the world have creative minds with unlimited potential for change. The Road to Independence: Emancipatory Pedagogy offers ways to empower people through education so that we can live and prosper together in a sustainable world. The emancipatory pedagogy of innovation and entrepreneurial education is presented as a road to independence: as a way to enable everyone to reach their inherent potential. This book presents case studies, stories, and research findings from innovation and entrepreneurial education that illuminate the real lives and work of teachers and students from different cultures. “Over 40 years of direct experience informs this text. You will find innovative things to think about from the authors, and come to understand how they are able to develop such innovative thinking in their learners. Educational forms such as these are much needed as we move from learning about how things work as observers, towards learning to be able to do things for ourselves. Importantly, all too often the term ‘joining the dots’ references looking backwards and understanding the past, but this book is all about the future; it proactively responds to what are becoming known as ‘entrepreneurial 21st Century skills, so start connecting them now.” – Andy Penaluna, Director, International Institute for Creative Entrepreneurial Development “This fascinating, inspiring, and insightful book on how to actualize and develop an innovation potential of every child is a must-read for teachers, parents, and researchers alike. Svanborg R. Jónsdóttir and Rósa Gunnarsdóttir began an innovation revolution by introducing Innovation and Entrepreneurial Education in Icelandic schools. What the whole world needs today is to maximize revolutionary innovation in all fields of human endeavour and The Road to Independence provides a myriad of incredibly useful approaches to nurture that innovation.” – Larisa V. Shavinina, Editor of The Routledge International Handbook of Innovation Education
Author: Elizabeth Sumida Huaman Publisher: Springer ISBN: 9463510141 Category : Education Languages : en Pages : 20
Book Description
This edited volume is the result of a collaborative project of Indigenous graduate education training and higher education-tribal institution partnerships in the southwestern United States. We feature the work of interdisciplinary scholars writing about local peoples, issues, and knowledges that demonstrate rich linkages between universities and Indigenous communities. Collectively, as Indigenous peoples writing, this work takes the opportunity to explore why and how Indigenous peoples are working to reframe dominant limits of our power and to shift educational efforts from the colonial back to an Indigenous center. These efforts reflect a conscientious practice to maintain Indigenous worldviews through diverse yet unified approaches aimed at serving Indigenous peoples and places. “The luminous Indigenous scholarship contained here comes to us as a rare gift. The voices of Pueblo intellectuals speak to the profoundly innovative Indigenous doctoral cohort model they co-developed with Liz Sumida Huaman and Bryan Brayboy of Arizona State University. They also instruct us in the richness of their contemporary, community-based research, rooted in the ‘creative genius of our ancestors,’ as Karuk scholar Julian Lang evocatively described Indigenous epistemologies.” – K. Tsianina Lomawaima, Professor & Distinguished Scholar of Indigenous Education, School of Social Transformation, Arizona State University “The editors and writers reveal identity and sense of place as indigenous people from their own native perspectives rooted in both their spirit and in their place in the academy. As indigenous people, we strive for the academy to belong to us without the definitions and framework of colonization. This book contributes to our ownership of the academy as a place where we belong with all the knowledge of our ancestors and the promises of the future embedded in what we learn and what we teach.” – Cheryl Crazy Bull, President & CEO, American Indian College Fund “The depth and breadth of knowledge of the editors in Indigenous education and their ability to apply the knowledge to produce practical outcomes and benefits to our Indigenous communities on the ground comes through in this book. It transforms ideas into action and demonstrates the ‘blisters on the authors’ hands’ based experiences that delineate Indigenous Leaders from Indigenous Academics in my view. Indigenous Leaders enact their research into real outcomes for the people on the ground and don’t just write about the issues challenging our peoples.” – Bentham Atirau Ohia, President AMO-Advancement of Maori Opportunity & and AIO-Americans for Indian Opportunity Board member
Author: Paula Kluth Publisher: Routledge ISBN: 1135636745 Category : Education Languages : en Pages : 219
Book Description
The authors of this book join a growing number of voices calling for teachers in diverse, inclusive schools to move beyond facilitating social participation in classroom activities and consider ways to intellectually engage ALL learners. They draw on emerging work linking critical theory with disability issues; work being done in curriculum studies around issues of social justice teaching, authentic instruction, service learning, and critical pedagogy; and the movement in the field of special education away from a deficit-driven model of education to an orientation that values students' strengths and gifts. Access to Academics for ALL Students: Critical Approaches to Inclusive Curriculum, Instruction, and Policy: *examines the perceptions teachers hold about students with disabilities, students who are racially and ethnically diverse, students using English as a second language, students labeled "at risk," students placed in both "high" and "low" academic tracks, and students in urban schools; *highlights how students who traditionally have been denied access to challenging work and educational opportunities can be supported to participate in academic instruction; and *provides ideas for recognizing and challenging inequities, offers a framework for fostering access to academics for students with a range of strengths and needs, and explores pragmatic ways of increasing academic success for all learners. This volume is appropriate for both undergraduate and master's level courses in curriculum and instruction, methods of teaching (special and general education), inclusive education, multicultural education, and cultural foundations of education. It will serve as a resource for elementary and secondary teachers, for school administrators, and for parents.
Author: Gale Russell
Author: Gale Russell
Author: Gale Russell
Author: Ann Kajander
Author: V. M. Tarkunde
Author: Paolo Boero
Author: Archie Hobson
Author: Limin Jao
Author: Svanborg Rannveig Jónsdóttir
Author: Elizabeth Sumida Huaman
Author: Paula Kluth