Name: researching the socio-political dimensions of mathematics education: issues of power in theory and methodology (en Inglés)
Price: 149830.00 CLP
Availability: InStock
Author: Valero, Paola ; Zevenbergen, Robyn
ISBN: 9781441954503

portada researching the socio-political dimensions of mathematics education: issues of power in theory and methodology (en Inglés)

Formato

Libro Físico

Ilustrado por

Paola Valero

Robyn Zevenbergen

Editorial

Springer

Autor

Valero, Paola ; Zevenbergen, Robyn

Año

2010

Idioma

Inglés

N° páginas

280

Encuadernación

Tapa Blanda

Dimensiones

23.4 x 15.6 x 1.6 cm

Peso

0.42 kg.

ISBN

1441954503

ISBN13

9781441954503

Categorías

Organización y gestión educativa
Enseñanza sobre materias específicas
Matemáticas
Vida del estudiante

researching the socio-political dimensions of mathematics education: issues of power in theory and methodology (en Inglés)

Paola Valero (Ilustrado por) · Robyn Zevenbergen (Ilustrado por) · Springer · Tapa Blanda

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Reseña del libro "researching the socio-political dimensions of mathematics education: issues of power in theory and methodology (en Inglés)"

Mathematics education research as a discipline is situated at the confluence of an array of diffuse' seemingly incommensurable' and radically divergent discourses. Research claims that have grown out of mathematics education are wide-ranging and antagonistic rather than circumscribed by hidebound disciplinary frames. While there has never been a unified' totalising discipline of knowledge labelled 'mathematics education research'' and while it has always been a contested terrain' it is fair to say that the master paradigm out of which this field has been generated has been that of cognitive psychology. Mainstream mathematics education knowledges refracting the master discourse of psychology --whereby cognition serves as the central privileged and defining concept-- clearly delimits its possibilities for serving as a social tool of democratic transformation. The central point of departure of this new collection is that mathematics education research is insufficiently univocal to support the type of uncompromising interpretation that cognitive psychologists would bring to it. The hallmark contribution of this pathbreaking volume edited by Paola Valero and Robyn Zevenbergen is the paradigmatic shift the authors have effected in the field of mathematics education research' taking up a position at the faultline of socio-cultural analysis and critical pedagogy.