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001 978-94-007-1739-8
003 DE-He213
005 20140220083835.0
007 cr nn 008mamaa
008 130727s2011 ne | s |||| 0|eng d
020 _a9789400717398
_9978-94-007-1739-8
024 7 _a10.1007/978-94-007-1739-8
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aBrown, Tony.
_eauthor.
245 1 0 _aMathematics Education and Subjectivity
_h[electronic resource] :
_bCultures and Cultural Renewal /
_cby Tony Brown.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2011.
300 _aXI, 216 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Education Library ;
_v51
505 0 _aAbout the author. - Acknowledgements. - 1  Introduction. – 2 The regulation of spatial perception -- 3 Cultural mediation of mathematics -- 4 Teacher conceptions of curriculum. 5 Subjectivity in mathematics education research -- 6 Lacanian subject of mathematical learning -- 7 The cultural renewal of mathematical learning -- 8  The political shaping of mathematical learning -- 9 Concluding remarks -- References -- Index.
520 _aThis book rethinks mathematical teaching and learning with view to changing them to meet or resist emerging demands. Through considering how teachers, students and researchers make sense of their worlds, the book explores how some linguistic and socio-cultural locations link to prevalent conceptions of mathematics education. The locations include classroom mathematics, spatial awareness, media images of mathematics, curriculum development, teacher education and mathematics education research itself. The book introduces cutting edge theories of subjectivity that trouble more familiar psychological theories of “humans” apprehending mathematical “concepts”. Rather, it suggests that our senses of self and of mathematics result from self-reflections within the various localities in which we live. In foregrounding subjectivity the book shows how mathematics can provoke alternative ways of thinking towards enlivening our transformative capacities. Learning itself is depicted as participation in cultural renewal, where the very mathematics encountered is becoming something new. Addressing teachers, teacher educators and researchers, the book invites the reader to contemplate alternative trajectories of change into fresh ways of being.
650 0 _aEducation.
650 0 _aMathematics.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400717381
830 0 _aMathematics Education Library ;
_v51
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-1739-8
912 _aZDB-2-SHU
999 _c109559
_d109559