Geometry as objective science in elementary school classrooms mathematics in the flesh /
"This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understa...
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| Κύριος συγγραφέας: | |
|---|---|
| Συγγραφή απο Οργανισμό/Αρχή: | |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | Αγγλικά |
| Έκδοση: |
New York :
Routledge,
2011.
|
| Σειρά: | Routledge international studies in the philosophy of education ;
27. |
| Θέματα: | |
| Διαθέσιμο Online: | Click to View |
| Ετικέτες: |
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| 100 | 1 | |a Roth, Wolff-Michael, |d 1953- | |
| 245 | 1 | 0 | |a Geometry as objective science in elementary school classrooms |h [electronic resource] : |b mathematics in the flesh / |c Wolff-Michael Roth. |
| 260 | |a New York : |b Routledge, |c 2011. | ||
| 300 | |a xv, 293 p. : |b ill. | ||
| 490 | 1 | |a Routledge international studies in the philosophy of education ; |v 27 | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a pt. a. Toward a theory of mathematics in the flesh -- pt. b. Stories of mathematics in the flesh -- pt. c. Emergence of geometry : an objective science. | |
| 520 | |a "This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives. Roth's analyses explain how geometry, an objective science, arises anew from the pre-scientific but nevertheless methodic actions of children in a structured world always already shot through with significations. He presents a way of understanding knowing and learning in mathematics that differs from other current approaches, using case studies to demonstrate contradictions and incongruences of other theories. Immanuel Kant, Jean Piaget, and more recent forms of (radical, social) constructivism, embodiment theories, and enactivism and to show how material phenomenology fused with phenomenological sociology provides answers to the problems that these other paradigms do not answer"-- |c Provided by publisher. | ||
| 533 | |a Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries. | ||
| 650 | 0 | |a Geometry |x Study and teaching (Primary) | |
| 650 | 0 | |a Education, Primary |x Philosophy. | |
| 655 | 4 | |a Electronic books. | |
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| 830 | 0 | |a Routledge international studies in the philosophy of education ; |v 27. | |
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