ISBN:
9789400774735
Language:
English
Pages:
Online-Ressource (XI, 402 p. 53 illus, online resource)
Series Statement:
Advances in Mathematics Education
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Druckausg. Mathematics & mathematics education: searching for common ground
Keywords:
Mathematics
;
Education
;
Education
;
Mathematics
;
Mathematikunterricht
Abstract:
This book is the fruit of a symposium in honor of Ted Eisenberg concerning the growing divide between the mathematics community and the mathematics education community, a divide that is clearly unhealthy for both. The work confronts this disturbing gap by considering the nature of the relationship between mathematics education and mathematics, and by examining areas of commonality as well as disagreement. It seeks to provide insight into the mutual benefit both stand to gain by building bridges based on the natural bonds between them.
Abstract:
This book is the fruit of a symposium in honor of Ted Eisenberg concerning the growing divide between the mathematics community and the mathematics education community, a divide that is clearly unhealthy for both. The work confronts this disturbing gap by considering the nature of the relationship between mathematics education and mathematics, and by examining areas of commonality as well as disagreement. It seeks to provide insight into the mutual benefit both stand to gain by building bridges based on the natural bonds between them.
Description / Table of Contents:
Mathematics & Mathematics Education: Searching for Common Ground; Preface and Acknowledgements; Contents; Introduction; Chapter 1: Mathematics & Mathematics Education: Searching for Common Ground; Prologue; Distinctions and Connections; Divisions; Distinctions Once Again and the Possibility of Cooperation; The Structure of This Book; Mutual Expectations Between Mathematicians and Mathematics Educators; History of Mathematics, Mathematics Education, and Mathematics; Problem-Solving: A Problem for Both Mathematics and Mathematics Education
Description / Table of Contents:
Mathematical Literacy: What Is It and How Is It Determined?Visualization in Mathematics and Mathematics Education; Justification and Proof in Mathematics and Mathematics Education; Policy: What Should We Do, and Who Decides?; Collaboration Between Mathematics and Mathematics Education; One Final Word; References; Dialogue on a Dialogue; Chapter 2: Mathematics and Mathematics Education: Beginning a Dialogue in an Atmosphere of Increasing Estrangement; My Dialogue with Ted; Mathematics and Mathematics Education: Difference and Confluence; References
Description / Table of Contents:
Chapter 3: Some of My Pet-Peeves with Mathematics EducationWhere Is the ""Math"" in ""Mathematics Education"" These Days?; Defining Mathematics Education; Atmospheres of Learning; Some Comments on Teaching; Concept Images; On the Education of Mathematics Teachers and Educators for Higher Degrees; Glimpsing the Future; References; Chapter 4: Mathematics at the Center of Distinct Fields: A Response to Michael and Ted; What Are We Talking About?; A Deeper Look at Some of the Issues; The Case of Sweden; Rigorous Research Methods; Training Versus Education; Experiences with Submissions to ESM
Description / Table of Contents:
Values and AestheticsWhat Mathematicians and Mathematics Education Researchers Can Contribute to Each Other's Fields; References; Mutual Expectations Between Mathematics and Mathematics Education; Chapter 5: Mutual Expectations Between Mathematicians and Mathematics Educators; Introduction; Expectations of a Mathematician; What I See as a Teacher; My Expectations from Those Involved in Math Education; Expectations According to a Mathematics Educator from a Mathematics Department; Expectations According to a Mathematics Educator; Concluding Comments; Expectations by Mathematicians
Description / Table of Contents:
Expectations by Mathematics EducatorsClosing Remark; References; History of Mathematics, Mathematics Education, and Mathematics; Chapter 6: History in Mathematics Education. A Hermeneutic Approach; Preliminary Remark; Johann Bernoulli's Textbook on the Differential Calculus; Students Read Bernoulli's Text; The Hermeneutic Approach; Discussion; References; Chapter 7: Reflections on History of Mathematics; Introduction; History Within Math and Science Teaching: A Historical Issue
Description / Table of Contents:
Mathematicians, Historians of Mathematics, Mathematics Teachers, and Mathematics Education Researchers: The Tense but Ineluctable Relations of Four Communities
Description / Table of Contents:
Preface and AcknowledgementsIntroduction -- Mathematics and Mathematics Education: Searching for common ground: Michael N. Fried -- Chapter 1. A Dialogue on a Dialogue -- Mathematics and Mathematics Education: Beginning a Dialogue in an Atmosphere of Increasing Estrangement: Michael N. Fried -- Some of my pet-peeves with mathematics education: Ted Eisenberg -- Mathematics at the Center of Distinct Fields: A Response to michael and Ted: Norma Presmeg -- Chapter 2. Mutual Expectations -- Mutual Expectations between Mathematicians and Mathematics Educators : Tommy Dreyfus.-With contributions by:Uri Onn, Joanna Mamona-Downs, Stephen Lerman -- Chapter 3. History of Mathematics, Mathematics Education, and Mathematics -- History in mathematics education. A hermeneutic approach: Hans Niels Jahnke -- Reflections on History of Mathematics: History of Mathematics and Mathematics Education: Luis Radford -- With contributions by:Alain Bernard, Michael N. Fried , Fulvia Furinghetti, Nathalie Sinclair -- Chapter 4. Problem-Solving: A Problem for Both Mathematics and Mathematics Education -- Reflections on Problem-Solving: Problem solving in mathematics and in mathematics education: Boris Koichu -- With contributions by: Gerald A. Goldin, A. Israel Weinzweig, Shlomo Vinner, Roza Leikin -- Chapter 5. Mathematical Literacy: What Is It and How is It Determined?.-“Mathematical Literacy”: An Inadequate Metaphor: E. Paul Goldenberg -- Reflections on Mathematical literacy : What’s new, why should we care, and what can we do about it? : Anna Sfard -- With contributions by:Abraham Arcavi, Ron Livné, Iddo Gal, Anna Sfard, Hannah Perl -- Chapter 6. Visualization in Mathematics and Mathematics Education: Visualization in Mathematics and Mathematics Education: A Historical Overview : M. A. (Ken) Clements -- Visualization in mathematics and mathematics education: Elena Nardi (University of East Anglia) -- With contributions by: Rina Hershkowitz, Raz Kupferman , Norma Presmeg, Michal Yerushalmy -- Chapter 7. Justification and Proof -- Making Sense of Mathematical Reasoning and Proof: David Tall -- Reflections on Justification and Proof: Justification and Proof in Mathematics and Mathematics Education: Keith Weber -- With contributions by: Gila Hanna, Guershon Harel, Ivy Kidron, Annie Selden and John Selden -- Chapter 8. Policy: What Should We Do, and Who Decides? -- Mathematics and mathematics education policy: Mogens Niss -- Reflections on Policy: Mathematics and Mathematics Education Policy-Searching for Common Ground : Nitsa Movshovitz-Hadar -- With contributions by:Jonas Emanuelsson, Davida Fischman, Azriel Levy, Zalman Usiskin -- Chapter 9. Collaboration -- Mathematics and Education: Collaboration in Practice: Hyman Bass -- Deborah Loewenberg Ball -- Reflections on Collaboration between Mathematics and Mathematics Education: Patrick W. Thompson -- With contributions by: Michéle Artigue, Günter Törner, Ehud de Shalit -- Postscript -- We Must Cultivate Our Common Ground: Jeremy Kilpatrick -- Appendix 1. Ted Eisenberg, Teacher, Colleague, and Friend -- Ted as advisor and colleague: Tommy Dreyfus -- Thank you, Ted!: Francis Lowenthal -- Annotated bibliography of Ted Eisenberg’s Major Publications: Tommy Dreyfus -- Appendix 2. Reprints of the Dialogues between Presmeg, Eisenberg, and Fried from ZDM 41(1-2).-Index.
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-7473-5
URL:
Volltext
(lizenzpflichtig)
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