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Semiotics in Mathematics Education

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319313696 9783319313702 Year: Pages: 40 DOI: 10.1007/978-3-319-31370-2 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-02-15 18:31:20
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This volume discusses semiotics in mathematics education as an activity with a formal sign system, in which each sign represents something else. Theories presented by Saussure, Peirce, Vygotsky and other writers on semiotics are summarized in their relevance to the teaching and learning of mathematics. The significance of signs for mathematics education lies in their ubiquitous use in every branch of mathematics. Such use involves seeing the general in the particular, a process that is not always clear to learners. Therefore, in several traditional frameworks, semiotics has the potential to serve as a powerful conceptual lens in investigating diverse topics in mathematics education research. Topics that are implicated include (but are not limited to): the birth of signs; embodiment, gestures and artifacts; segmentation and communicative fields; cultural mediation; social semiotics; linguistic theories; chains of signification; semiotic bundles; relationships among various sign systems; intersubjectivity; diagrammatic and inferential reasoning; and semiotics as the focus of innovative learning and teaching materials.

History of Mathematics Teaching and Learning

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319316154 9783319316161 Year: Pages: 40 DOI: 10.1007/978-3-319-31616-1 Language: English
Publisher: Springer Nature
Subject: Mathematics --- Education
Added to DOAB on : 2017-02-03 18:21:36
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This work examines the main directions of research conducted on the history of mathematics education. It devotes substantial attention to research methodologies and the connections between this field and other scholarly fields. The results of a survey about academic literature on this subject are accompanied by a discussion of what has yet to be done and problems that remain unsolved. The main topics you will find in “ICME-13 Topical Survey” include: • Discussions of methodological issues in the history of mathematics education and of the relation between this field and other scholarly fields.• The history of the formation and transformation of curricula and textbooks as a reflection of trends in social-economic, cultural and scientific-technological development.• The influence of politics, ideology and economics on the development of mathematics education, from a historical perspective.• The history of the preeminent mathematics education organizations and the work of leading figures in mathematics education.• Mathematics education practices and tools and the preparation of mathematics teachers, from a historical perspective.

Social and Political Dimensions of Mathematics Education: Current Thinking

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319296548 9783319296555 Year: Pages: 37 DOI: 10.1007/978-3-319-29655-5 Language: English
Publisher: Springer Nature
Subject: Mathematics --- Education
Added to DOAB on : 2017-02-15 18:19:37
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This book examines the current thinking on five critical social and political areas in mathematics education. It focuses on material conditions in teaching and learning, and details features of social life and their influence on mathematics teaching, learning and achievement. Following an introduction, the first section addresses equitable access and participation in quality mathematics education. It explores this issue in different contexts and from different ideological perspectives. The second section traces the emergence and development of the notion of activism in mathematics education in theory, in the literature, in research and in practice. The third section then moves on to explore current research on the political forces at work in identity, subjectivity and (dis)ability within mathematics education, showing how emphasis on language and discourse provides information for this research, and how new directions are being pursued to address the diverse material conditions that shape learning experiences in mathematics education. Economic factors behind mathematics achievement form the topic of section four, which examines the political dimensions of mathematics education through the influence of national and global economic structures. The final section addresses distribution of power and cultural regimes of truth, based on the premise that although often deemed apolitical, mathematics and mathematics education are highly political institutions in our society. The book concludes with a summary and recommendations for the future.

Current and Future Perspectives of Ethnomathematics as a Program

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319301198 9783319301204 Year: Pages: 45 DOI: 10.1007/978-3-319-30120-4 Language: English
Publisher: Springer Nature
Subject: Mathematics --- Education
Added to DOAB on : 2017-02-15 18:25:20
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This survey on the modernity of ethnomathematics addresses numerous themes related to both ethnomathematics and mathematics education. It offers a broader view of mathematics, including ideas, procedures, concepts, processes, methods, and practices rooted in distinct cultural environments. In addition, by reflecting on the social and political dimensions of ethnomathematics, another important aspect of this research program is the development of innovative approaches for a dynamic and glocalized society. Ethnomathematics recognizes that members of different cultures develop unique mathematical techniques, methods, and explanations that allow for an alternative understanding and transformation of societal norms. The theoretical basis of ethnomathematics offers a valid alternative to traditional studies of history, philosophy, cognition, and pedagogical aspects of mathematics. The current agenda for ethnomathematics is to continue an ongoing, progressive trajectory that contributes to the achievement of social justice, peace, and dignity for all. The debates outlined in this book share a few of the key ideas that provide for a clearer understanding of the field of ethnomathematics and its current state of the art by discussing its pedagogical actions, its contributions for teacher education, and its role in mathematics education.

The Troika of Adult Learners, Lifelong Learning, and Mathematics

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319328072 9783319328089 Year: Pages: 41 DOI: 10.1007/978-3-319-32808-9 Language: English
Publisher: Springer Nature
Subject: Education --- Mathematics
Added to DOAB on : 2017-02-15 18:45:57
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This book presents a synopsis of six emerging themes in adult mathematics/numeracy and a critical discussion of recent developments in terms of policies, provisions, and the emerging challenges, paradoxes and tensions. It also offers an extensive review of the literature adult mathematics education. Why do adults want to learn mathematics? Did they enjoy mathematics at school so much that they want to continue? NO! Most of these adults have to learn mathematics because it is part of a formal qualification they need, because their job demands the ability to apply mathematics, or because they need basic numeracy in their daily lives. Lastly, the authors discuss five potential strategies to promote lifelong learning of mathematics among adult learners.

Research on Teaching and Learning Probability

Authors: --- --- --- --- et al.
Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319316246 9783319316253 Year: Pages: 33 DOI: 10.1007/978-3-319-31625-3 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2016-12-20 13:01:35
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This book summarizes the vast amount of research related to teaching and learning probability that has been conducted for more than 50 years in a variety of disciplines. It begins with a synthesis of the most important probability interpretations throughout history: intuitive, classical, frequentist, subjective, logical propensity and axiomatic views. It discusses their possible applications, philosophical problems, as well as their potential and the level of interest they enjoy at different educational levels. Next, the book describes the main features of probabilistic thinking and reasoning, including the contrast to classical logic, probability language features, the role of intuitions, as well as paradoxes and the relevance of modeling. It presents an analysis of the differences between conditioning and causation, the variability expression in data as a sum of random and causal variations, as well as those of probabilistic versus statistical thinking. This is followed by an analysis of probability’s role and main presence in school curricula and an outline of the central expectations in recent curricular guidelines at the primary, secondary and high school level in several countries. This book classifies and discusses in detail the three different research periods on students’ and people’s intuitions and difficulties concerning probability: early research focused on cognitive development, a period of heuristics and biases programs, and the current period marked by a multitude of foci, approaches and theoretical frameworks.

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