Overview
- Addresses the domain, purpose and functioning of contemporary research in mathematics education
- Generates original ways of looking at mathematics education
- Links to major discussions in the international literature and comprises original recent research
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About this book
This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education.
In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world hasof itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme.
The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.
In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world hasof itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme.
The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.
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Table of contents (9 chapters)
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Front Matter
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Back Matter
Reviews
“I believe that this volume is extremely important … for all those involved in Teacher Education and therefore for the readers of this journal. … Brown’s book provides an innovative viewpoint for anyone involved in teacher education because it allows … rethink the relationship between Mathematics and subjectivity. … Brown’s book offers many hints for thought that may be interesting to the audience of Journal of Mathematics Teacher Education, and more generally to all those involved in Mathematics teacher education.” (Alessandro Ramploud, Journal of Mathematics Teacher Education, Vol. 25 (6), 2022)
Authors and Affiliations
About the author
Tony Brown is Professor of Mathematics Education at Manchester Metropolitan University. His research mainly considers mathematics education and teacher education through the lens of contemporary social theory. He has written nine previous books and many journal articles in these areas.
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Bibliographic Information
Book Title: A Contemporary Theory of Mathematics Education Research
Authors: Tony Brown
DOI: https://doi.org/10.1007/978-3-030-55100-1
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-55099-8Published: 06 October 2020
Softcover ISBN: 978-3-030-55102-5Published: 07 October 2021
eBook ISBN: 978-3-030-55100-1Published: 05 October 2020
Edition Number: 1
Number of Pages: XXI, 151
Number of Illustrations: 4 b/w illustrations, 11 illustrations in colour
Topics: Mathematics Education, Social Theory, Learning & Instruction, Educational Psychology, Sociology of Education
Keywords
- Mathematics education
- Social theory of mathematics education
- Psychoanalytic theory in mathematics education
- Qualitative research in mathematics education
- Psychology of mathematics learning
- Sociology of mathematics learning
- Social theory on mathematical learning
- Contemporary research in mathematics education.
- Improve mathematics teaching
- Mathematics teacher education
- learning and instruction