Commentary on Theories of Mathematics Education

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Contents xxv Part XVIII Knowing More Than We Can Tell Preface to Part XVIII .............................593 Bharath Sriraman Knowing More Than We Can Tell ......................595 Nathalie Sinclair StructuringCovertWaysofKnowing ................596 OnFurtiveCaresses ......................597 OnPassionsandPleasures...................600 OnDesireandDelusion ....................603 Looking Back, Looking Forward ...................609 References . .............................611 <strong>Commentary</strong> on Knowing More Than We Can Tell .............613 David Pimm What’sinaWord? ..........................614 The Tact of the Tactile ........................615 Psychoanalytic Tremors .......................616 Frontiers and Boundaries: Mathematical Intimations of Mortality . 617 References . .............................618 Part XIX Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough? Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough? ...............................621 Bharath Sriraman, Matt Roscoe, and Lyn English Overview...............................621 MathematicsasaMarginalizingForce................623 Democratization, Globalization and Ideologies . . .........627 Looking Back at New Math (and Its Consequences) as an Outcome oftheColdWar.........................629 Mathematics, Technology and Society ................629 WhatDoestheFutureHold?ACriticalViewoftheField......633 References . .............................636 <strong>Commentary</strong> on Politicizing Mathematics Education: Has Politics Gone too Far? Or Not Far Enough? ......................639 Keiko Yasukawa References . .............................643 Author Index ..................................645 Subject Index ..................................661
Page 2: Advances in Mathematics Education E
Page 6: Prof. Bharath Sriraman Dept of Math
Page 10: vi Series Preface a regular topic s
Page 14: Introduction A Synthesized and Forw
Page 18: Introduction xi Campbell, J. (Ed.)
Page 22: xiv Contents Reflections on Theorie
Page 26: xvi Contents Lack of Cumulativeness
Page 30: xviii Contents Part VIII Problem So
Page 34: xx Contents Sixth:NewQuestionsandNe
Page 38: xxii Contents Part XIV Feminist Ped
Page 42: xxiv Contents Concordance of Theori
Page 48: xxviii Contributors Gerald A. Goldi
Page 52: xxx Contributors Hillary VanSpronse
Page 56: 4 J. Kilpatrick One of the points o
Page 60: Surveying Theories and Philosophies
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Surveying Theories and Philosophies
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Preface to Part II Ernest’s Refle
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Preface to Part II Ernest’s Refle
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Reflections on Theories of Learning
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50 S. Goodchild and then identifies
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52 S. Goodchild two issues for each
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54 P. Ernest However, as this discu
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56 P. Ernest roots in the humanisti
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58 P. Ernest Table 2 Mathematics kn
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60 P. Ernest say, our responsibilit
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Preface to Part III Theoretical, Co
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On the Theoretical, Conceptual, and
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88 G. Harel that the ultimate purpo
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90 G. Harel enquiry system, one mus
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92 G. Harel (a) scholars in a broad
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94 G. Harel Harel, G. (2008). What
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98 N. Presmeg interview—a dramati
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100 S. Lerman A Language of Researc
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102 S. Lerman cognition. Adler and
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104 S. Lerman social linguistics, c
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106 S. Lerman tailed year by year t
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108 S. Lerman can be applied, but p
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Commentary on Theo
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122 L.D. English researchers draw o
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124 R. Lesh and B. Sriraman Arguabl
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126 R. Lesh and B. Sriraman new use
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128 R. Lesh and B. Sriraman many sc
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130 R. Lesh and B. Sriraman (philos
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132 R. Lesh and B. Sriraman less gr
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134 R. Lesh and B. Sriraman Fig. 1
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138 R. Lesh and B. Sriraman spite o
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140 R. Lesh and B. Sriraman assumpt
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142 R. Lesh and B. Sriraman solving
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146 R. Lesh and B. Sriraman Coray,
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148 M. Amit One reason why mathemat
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160 D.N. Boote generative metaphors
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162 D.N. Boote of knowledge, the hi
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164 D.N. Boote This suggests anothe
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166 D.N. Boote closest to describin
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168 D.N. Boote Sandoval, W. A., & B
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172 S.J. Hegedus learning environme
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174 J. Pegg and D. Tall growth of k
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176 J. Pegg and D. Tall Local Cycle
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178 J. Pegg and D. Tall imaging of
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180 J. Pegg and D. Tall This cycle
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182 J. Pegg and D. Tall Table 3 Loc
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184 J. Pegg and D. Tall The questio
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186 J. Pegg and D. Tall sessment in
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188 J. Pegg and D. Tall Local cycle
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190 J. Pegg and D. Tall The second
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192 J. Pegg and D. Tall Pegg, J. (1
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194 B. Dahl time and the existence
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196 B. Dahl Pegg and Tall have show
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198 B. Dahl Table 3 Overview of the
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200 B. Dahl 2005, 2006b; Hansen 200
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202 B. Dahl Can we reconcile this d
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204 B. Dahl Unified Theory and Trut
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206 B. Dahl mathematics education?
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208 B. Dahl Marshall, I., & Zohar,
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212 S.J. Hegedus The authors then b
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214 L. Moreno-Armella and B. Sriram
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234 G.A. Goldin In connection with
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236 G.A. Goldin of particular mathe
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Problem Solving Heuristics, Affect,
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Commentary on Prob
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Preface to Part IX Jinfa Cai As the
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Problem Solving for the 21 st Centu
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298 A. Zollman Even though all nati
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300 A. Zollman vancing problem-solv
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Preface to Part X Layne Kalbfleisch
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Preface to Part X 307 Barth, H., La
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310 S.R. Campbell ignated as “the
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312 S.R. Campbell typically loath t
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314 S.R. Campbell Various manners i
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316 S.R. Campbell educational pract
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318 S.R. Campbell and so on, have t
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320 S.R. Campbell Fig. 1 Interdisci
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322 S.R. Campbell they can work jus
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324 S.R. Campbell however, while ce
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326 S.R. Campbell mentation (such a
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328 S.R. Campbell Campbell, S. R. (
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330 S.R. Campbell Lee, K. (2003). N
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Commentary on Embo
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342 L. Moreno-Armella complex consi
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344 G. Harel teaching, and learning
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346 G. Harel development spanning a
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348 G. Harel Offer two values for t
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350 G. Harel We are looking for pos
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352 G. Harel 2. We found that the a
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354 G. Harel stance on the nature o
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356 G. Harel As I engaged deeply in
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358 G. Harel Through such repeated
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360 G. Harel reasoning that reinfor
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362 G. Harel (Fragment 13). Still f
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364 G. Harel Fig. 9 Quantitative ap
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366 G. Harel References Anderson, J
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Commentary on DNR-
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Appreciating Scientificity in Quali
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Preface to Part XIII Studying Goals
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Preface to Part XIII 399 Davis, R.
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402 G. Törner et al. analysis. In
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404 G. Törner et al. also focused
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406 G. Törner et al. structure of
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408 G. Törner et al. turn in the t
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410 G. Törner et al. some open tas
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412 G. Törner et al. This belief n
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414 G. Törner et al. Bundle (C): B
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416 G. Törner et al. instance char
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418 G. Törner et al. Ball, D. L. (
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420 G. Törner et al. Törner, G. (
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422 D. Tirosh and P. Tsamir The tea
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424 D. Tirosh and P. Tsamir that sh
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426 D. Tirosh and P. Tsamir our com
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Preface to Part XIV Feminist Pedago
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Preface to Part XIV 433 more import
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436 J.E. Jacobs of the school curri
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438 J.E. Jacobs Chart 1: Women’s
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440 J.E. Jacobs through induction w
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442 J.E. Jacobs ways of knowing. Th
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444 J.E. Jacobs impeccable reasonin
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446 J.E. Jacobs Hanson, K. (1992).
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448 G.C. Leder Different Faces of F
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450 G.C. Leder sources, Kaiser and
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452 G.C. Leder have witnessed vario
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454 G.C. Leder Klein, S. S. (Ed.) (
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456 S. Bulut et al. or class, resea
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458 S. Bulut et al. Table 2 Higher
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460 S. Bulut et al. Table 4 Studies
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462 S. Bulut et al. Table 8 Number
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464 S. Bulut et al. Conclusion Alth
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466 S. Bulut et al. Ubuz, B. (1999)
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468 G. Pálsdóttir and B. Sriraman
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Preface to Part XV Tommy Dreyfus As
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Preface to Part XV 481 one’s own
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484 A. Bikner-Ahsbahs and S. Predig
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508 F. Arzarello 3. Strategies for
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510 F. Arzarello Since mathematics
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512 F. Arzarello different lenses i
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516 S. Prediger and A. Bikner-Ahsba
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On Networking Strategies and Theori
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538 U. Gellert open towards the com
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540 U. Gellert Explicitness in Math
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542 U. Gellert no attempt of checki
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544 U. Gellert race to 20 is not ma
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546 U. Gellert It is quite clear fr
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548 U. Gellert classroom practice,
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550 U. Gellert Gravemeijer, K. (199
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552 U. Gellert It is interesting th
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554 U. Gellert research phenomenon
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556 T. Wedege on action—when work
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558 T. Wedege From Bricoleur to Ref
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Preface to Part XVII The Importance
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The Importance of Complex Systems i
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Complexity Theories and Theories of
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594 B. Sriraman of the eminent arti
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596 N. Sinclair collections of sign
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598 N. Sinclair Fig. 1 The frozen g
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600 N. Sinclair gesture. While it i
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602 N. Sinclair that the values of
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604 N. Sinclair students in France.
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606 N. Sinclair was responsible for
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608 N. Sinclair and elation felt by
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610 N. Sinclair in taking Walkerdin
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612 N. Sinclair Núñez, R. (2006).
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614 D. Pimm In this chapter, I will
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616 D. Pimm fact that the ancient E
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618 D. Pimm Mathematics tries to de
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622 B. Sriraman et al. mathematics
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624 B. Sriraman et al. politics is
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626 B. Sriraman et al. • a homoge
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628 B. Sriraman et al. and promotio
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630 B. Sriraman et al. “abstract
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632 B. Sriraman et al. carried out
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634 B. Sriraman et al. can then be
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636 B. Sriraman et al. References A
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638 B. Sriraman et al. Sriraman, B.
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640 K. Yasukawa This opens up the q
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642 K. Yasukawa treatments that the
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Author Index A Abelson, R., 413, 41
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Author Index 647 Bryant, P., 268, 2
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Author Index 649 Elliott, P., 279,
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Author Index 651 Henn, H.-W., 319,
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Author Index 653 Lenoir, T., 9, 30
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Author Index 655 Pappas, S., 281, 2
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Author Index 657 Sica, A., 164, 167
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Author Index 659 Watters, J. J., 27
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662 Subject Index 234, 316, 324, 33
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664 Subject Index 200, 203, 205-206
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666 Subject Index 299, 300, 341, 38
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668 Subject Index learning environm
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