Dialogical Inquiry in Mathematics Teaching and Learning
Dialogical Inquiry in Mathematics Teaching and Learning

Author:

Publisher: LIT Verlag Münster

Published:

Total Pages: 194

ISBN-13: 3643915144

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The collection of papers in this anthology represents what may be a broad exploration of the role of philosophical inquiry in the classroom and in mathematics teacher education, a topos characterized by multiple, intersecting themes, all of which converge on a central question: what is the role of mathematics in the construction of the realities we live by, and could that role be different if we became aware of its invisible power? In the age of the Anthropocene - an era in which technological intervention plays an ever more central role in the way we build, develop and attempt to maintain our increasingly fragile and risk-prone human and natural world, what are the implications of the hegemonic epistemic status of mathematics in those processes? Does mathematics define the conditions of possibility of all knowledge, whether expressed in a theory or silently invested in a practice? Does or can mathematics and its presumed value-neutrality serve to limit, constrain, suppress, and even preclude other, perhaps more valuable forms of knowledge? Alternatively, can philosophical dialogue about mathematics serve to clarify, unmask, reframe and recreate our understanding of mathematics and its symbolic power in the human and material world, and act as an emancipatory form of knowledge in culture and society? What would such dialogues look like in the mathematics classroom? The papers in this volume address these questions in various contexts and registers, and provide prospective and in-service teachers with compelling and suggestive ways of responding to them. A must-read for math educators everywhere.

Dialogic Inquiry
Dialogic Inquiry

Author: C. Gordon Wells

Publisher: Cambridge University Press

Published: 1999-08-28

Total Pages: 394

ISBN-13: 0521631335

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A view of Vygotsky's unique vision of education.

Dialogue and Learning in Mathematics Education
Dialogue and Learning in Mathematics Education

Author: Helle Alrø

Publisher: Springer Science & Business Media

Published: 2006-01-02

Total Pages: 290

ISBN-13: 0306480166

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Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics. Special attention is paid to the notions of `dialogue' and `critique'. A central idea is that `dialogue' supports `critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of `intention' and `reflection'. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.

Dialogic Education
Dialogic Education

Author: Neil Phillipson

Publisher: Taylor & Francis

Published: 2016-12-01

Total Pages: 206

ISBN-13: 131722129X

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Dialogue has long been used in primary classrooms to stimulate thinking, but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge-rich subjects. A sound understanding of key concepts is essential to progress through the national curriculum, and assessment of this understanding along with effective feedback is central to good practice. Dialogic Education builds upon decades of practical classroom research to offer a method of teaching that applies the power of dialogue to achieving conceptual mastery. Easy-to-follow template lesson plans and activity ideas are provided, each of which has been tried and tested in classrooms and is known to succeed. Providing a structure for engaging children and creating an environment in which dialogue can flourish, this book is separated into three parts: Establishing a classroom culture of learning; Core concepts across the curriculum; Wider dialogues: Educational adventures in the conversation of mankind. Written to support all those in the field of primary education, this book will be an essential resource for student, trainee and qualified primary teachers interested in the educational importance of dialogue.

Mathematical Encounters and Pedagogical Detours
Mathematical Encounters and Pedagogical Detours

Author: Boris Koichu

Publisher: Springer Nature

Published: 2021-02-04

Total Pages: 219

ISBN-13: 3030584348

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This book explores the idea that mathematics educators and teachers are also problem solvers and learners, and as such they constantly experience mathematical and pedagogical disturbances. Accordingly, many original tasks and learning activities are results of personal mathematical and pedagogical disturbances of their designers, who then transpose these disturbances into learning opportunities for their students. This learning-transposition process is a cornerstone of mathematics teacher education as a lived, developing enterprise. Mathematical Encounters and Pedagogical Detours unfold the process and illustrate it by various examples. The book engages readers in original tasks, shares the results of task implementation and describes how these results inform the development of new tasks, which often intertwine mathematics and pedagogy. Most importantly, the book includes a dialogue between the authors based on the stories of their own learning, which triggers continuous exploration of learning opportunities for their students.

Dialogical Inquiry in Mathematics Teaching and Learning
Dialogical Inquiry in Mathematics Teaching and Learning

Author: Nadia Stoyanova

Publisher: LIT Verlag

Published: 2023-10-31

Total Pages: 194

ISBN-13: 3643965141

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The collection of papers in this anthology represents what may be a broad exploration of the role of philosophical inquiry in the classroom and in mathematics teacher education, a topos characterized by multiple, intersecting themes, all of which converge on a central question: what is the role of mathematics in the construction of the realities we live by, and could that role be different if we became aware of its invisible power? In the age of the Anthropocene - an era in which technological intervention plays an ever more central role in the way we build, develop and attempt to maintain our increasingly fragile and risk-prone human and natural world, what are the implications of the hegemonic epistemic status of mathematics in those processes? Does mathematics define the conditions of possibility of all knowledge, whether expressed in a theory or silently invested in a practice? Does or can mathematics and its presumed value-neutrality serve to limit, constrain, suppress, and even preclude other, perhaps more valuable forms of knowledge? Alternatively, can philosophical dialogue about mathematics serve to clarify, unmask, reframe and recreate our understanding of mathematics and its symbolic power in the human and material world, and act as an emancipatory form of knowledge in culture and society? What would such dialogues look like in the mathematics classroom? The papers in this volume address these questions in various contexts and registers, and provide prospective and in-service teachers with compelling and suggestive ways of responding to them. A must-read for math educators everywhere. Nadia Stoyanova Kennedy, Associate Professor of Mathematics Education, City University of New York, USA. Eva Marsal, Professor of Philosophy, University of Education, Karlsruhe, Germany & University of Warsaw, Poland.

STEM Education: An Emerging Field of Inquiry
STEM Education: An Emerging Field of Inquiry

Author:

Publisher: BRILL

Published: 2018-11-01

Total Pages: 249

ISBN-13: 900439141X

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The second decade of the 21st century has seen governments and industry globally intensify their focus on the role of science, technology, engineering and mathematics (STEM) as a vehicle for future economic prosperity. Economic opportunities for new industries that are emerging from technological advances, such as those emerging from the field of artificial intelligence also require greater capabilities in science, mathematics, engineering and technologies. In response to such opportunities and challenges, government policies that position STEM as a critical driver of economic prosperity have burgeoned in recent years. Common to all these policies are consistent messages that STEM related industries are the key to future international competitiveness, productivity and economic prosperity. This book presents a contemporary focus on significant issues in STEM teaching, learning and research that are valuable in preparing students for a digital 21st century. The book chapters cover a wide spectrum of issues and topics using a wealth of research methodologies and methods ranging from STEM definitions to virtual reality in the classroom; multiplicative thinking; STEM in pre-school, primary, secondary and tertiary education, opportunities and obstacles in STEM; inquiry-based learning in statistics; values in STEM education and building academic leadership in STEM. The book is an important representation of some of the work currently being done by research-active academics. It will appeal to academics, researchers, teacher educators, educational administrators, teachers and anyone interested in contemporary STEM Education related research in a rapidly changing globally interconnected world. Contributors are: Natalie Banks, Anastasios (Tasos) Barkatsas, Amanda Berry, Lisa Borgerding, Nicky Carr, Io Keong Cheong, Grant Cooper, Jan van Driel, Jennifer Earle, Susan Fraser, Noleine Fitzallen, Tricia Forrester, Helen Georgiou, Andrew Gilbert, Ineke Henze, Linda Hobbs, Sarah Howard, Sylvia Sao Leng Ieong, Chunlian Jiang, Kathy Jordan, Belinda Kennedy, Zsolt Lavicza, Tricia Mclaughlin, Wendy Nielsen, Shalveena Prasad, Theodosia Prodromou, Wee Tiong Seah, Dianne Siemon, Li Ping Thong, Tessa E. Vossen and Marc J. de Vries.

Exploring Talk in School
Exploring Talk in School

Author: Neil Mercer

Publisher: SAGE

Published: 2008-09-23

Total Pages: 210

ISBN-13: 1446242765

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Selected as an Outstanding Academic Title by Choice Magazine, January 2010 Classroom talk, by which children make sense of what their peers and teachers mean, is the most important educational tool for guiding the development of understanding and for jointly constructing knowledge. So what practical steps can teachers take to develop effective classroom interaction? Bringing together leading international researchers and drawing on the pioneering work of Douglas Barnes, this book considers ways of improving classroom talk. Chapters cover: - classroom communication and managing social relations; - talk in science classrooms; - using critical conversations in studying literature; - exploratory talk and thinking skills; - talking to learn and learning to talk in the mathematics classroom; - the ′emerging pedagogy′ of the spoken word. With an accessible blend of theory, research and practice, the book will be a valuable resource for teachers, teacher-trainers, policy makers, researchers and students.

Towards Dialogic Teaching
Towards Dialogic Teaching

Author: R. J. Alexander

Publisher:

Published: 2006-01-01

Total Pages: 57

ISBN-13: 9780954694333

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With dialogue and dialogic teaching as upcoming buzz-words, we face a familiar mix of danger and opportunity. The opportunity is to transform classroom talk, increase pupil engagement, and lift literacy standards from their current plateau. The danger is that a powerful idea will be jargonised before it is even understood, let alone implemented, and that practice claiming to be dialogic will be little more than re-branded chalk and talk or ill-focused discussion. Dialogic teaching is about more than applying tips such as less hands-up bidding. It demands changes - in the handling of classroom space and time; in the balance of talk, reading and writing; in the relationship between speaker and listener; and in the content and dynamics of talk itself.

Mathematics Teacher Education
Mathematics Teacher Education

Author: A.J. Dawson

Publisher: Routledge

Published: 2003-09-02

Total Pages: 228

ISBN-13: 1135709602

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Currently there is substantial exchange and communication between academic communities around the world as researchers endeavour to discover why so many children 'fail' at a subject that society deems crucial for future economic survival. This book charts current thinking and trends in teacher education around the world, and looks critically at the inservice education of maths teachers. The contributors explore the processes , practices and issues in teacher education projects in ten countries and these are then discussed and related to current philosophies of teacher education. The book provides an insight into the successes and shortcomings of many different approaches to maths education.