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Awards
OverviewFull Product DetailsAuthor: Elizabeth de Freitas (Adelphi University, Garden City, New York) , Nathalie Sinclair (Simon Fraser University, British Columbia)Publisher: Cambridge University Press Imprint: Cambridge University Press Dimensions: Width: 15.70cm , Height: 1.90cm , Length: 23.50cm Weight: 0.510kg ISBN: 9781107039483ISBN 10: 1107039487 Pages: 284 Publication Date: 02 June 2014 Audience: Professional and scholarly , Professional and scholarly , Professional & Vocational , Postgraduate, Research & Scholarly Format: Hardback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsReviews'This book is a fabulous and timely contribution. It is a much-needed and radical critique of current embodied approaches within mathematics education, arguing that such approaches have, in large part, retained the very splits (inner/outer, individual/social) that they hoped to overcome. The scholarship is excellent and the writing is clear and concise.' Alf Coles, University of Bristol 'This book is challenging and bracingly intellectual, in a field that has not always been so orientated. But it is not only theoretical and sophisticated about its ideas; it is also intellectual and academic in the best sense about practical contexts of mathematics schooling and what I might term 'everyday' phenomena of educational interest.' David Pimm, University of Alberta 'The sense of timing for this work is finely tuned, because some of us have been thinking that too often in mathematics education, in particular, we have been asking the wrong questions in the wrong way. The authors' response is through a different 'conceptual space'. Rather than invoking a sociocultural, linguistic, or sociopolitical turn, the authors' specific approach is to explore the 'material'. It is an approach that invites dialogue from which new knowledge can be built.' Margaret Walshaw, Massey University This book is a fabulous and timely contribution. It is a much-needed and radical critique of current embodied approaches within mathematics education, arguing that such approaches have, in large part, retained the very splits (inner/outer, individual/social) that they hoped to overcome. The scholarship is excellent and the writing is clear and concise. Alf Coles, University of Bristol This book is challenging and bracingly intellectual, in a field that has not always been so orientated. But it is not only theoretical and sophisticated about its ideas; it is also intellectual and academic in the best sense about practical contexts of mathematics schooling and what I might term 'everyday' phenomena of educational interest. David Pimm, University of Alberta The sense of timing for this work is finely tuned, because some of us have been thinking that too often in mathematics education, in particular, we have been asking the wrong questions in the wrong way. The authors' response is through a different 'conceptual space'. Rather than invoking a sociocultural, linguistic, or sociopolitical turn, the authors' specific approach is to explore the 'material'. It is an approach that invites dialogue from which new knowledge can be built. Margaret Walshaw, Massey University Advance praise: 'This book is a fabulous and timely contribution. It is a much-needed and radical critique of current embodied approaches within mathematics education, arguing that such approaches have, in large part, retained the very splits (inner/outer, individual/social) that they hoped to overcome. The scholarship is excellent and the writing is clear and concise.' Alf Coles, University of Bristol Advance praise: 'This book is challenging and bracingly intellectual, in a field that has not always been so orientated. But it is not only theoretical and sophisticated about its ideas; it is also intellectual and academic in the best sense about practical contexts of mathematics schooling and what I might term 'everyday' phenomena of educational interest.' David Pimm, University of Alberta Advance praise: 'The sense of timing for this work is finely tuned, because some of us have been thinking that too often in mathematics education, in particular, we have been asking the wrong questions in the wrong way. The authors' response is through a different 'conceptual space'. Rather than invoking a sociocultural, linguistic, or sociopolitical turn, the authors' specific approach is to explore the 'material'. It is an approach that invites dialogue from which new knowledge can be built.' Margaret Walshaw, Massey University Author InformationElizabeth de Freitas is an associate professor at the Ruth S. Ammon School of Education at Adelphi University. She is the co-editor of Opening the Research Text: Critical Insights and In(ter)ventions into Mathematics Education (2008) and an associate editor of the journal Educational Studies in Mathematics. Nathalie Sinclair is an associate professor in the Faculty of Education, an associate member in the Department of Mathematics and a Canada Research Chair in Tangible Mathematics Learning at Simon Fraser University. She is also an associate editor of For the Learning of Mathematics. She is the author of Mathematics and Beauty: Aesthetic Approaches to Teaching Children (2006) and Developing Essential Understanding of Geometry for Teaching Mathematics (2012), among other books. Tab Content 6Author Website:Countries AvailableAll regions |
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