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The Psychology of Mathematics Education

A Psychoanalytic Displacement

丛编:

编者 Tony M. Brown

This book paints an alternative and contemporary portrait of psychology within mathematics education, drawing on psychoanalytic practices and theory. Mathematics education is still a fairly new social science that began as an adjunct to the practice of mathematics in schools some forty years ago, defined by a marriage with cognitive psychology. As a consequence school mathematics has often been seen as a scientific enterprise centred on the operation of individual minds confronting mathematical ideas. Meanwhile, psychoanalysis had earlier come into existence through the work of Sigmund Freud. And for much of his life Freud had similarly seen his work as scientific, a view that later fuelled mainstream practices in psychology. Yet Freud’s engagement with his patients combined with his literary capabilities produced surprising results defining humans in ways that transcended mere scientific assessment. Rather his accounts of humans weaved a rich social tapestry in which individuals were understood relationally to those who shared their world. And through re-telling the story lines of their lives individuals were able to create alternative futures. This dimension of Freud’s work provoked an alternative tradition, best exemplified in the work of Lacan, in which narrative-based understandings linking humans to the social world replaced cognitive models centred on controlling individuals through particular understandings of normality. Through its eleven chapters this book provides accounts of how children, teachers, researchers and mathematical learning can be understood differently, towards emphasising how they are each consequential to the many ways in which the world can be created and described.

Re-opening Einstein’s Thought

About What Can’t Be Learned From Textbooks

丛编:

Conrad P. Pritscher

During an interview conducted late in his life, the legendary Swedish Film director Ingmar Bergman was asked about the coming of age. He likened aging to hiking up the side of a mountain: “the longer one walks the more winded one becomes,” he noted. “But,” he added, “the view!” Conrad Pritscher provides us with a breathtaking view of education as it is and can be, one focal point of which is Albert Einstein’s wise views on the subject.

Reflexive Research and the (Re)Turn to the Baroque

Or, how I Learned to Stop Worrying and Love the University

Cate Watson

Reflexive research and the (re)turn to the baroque. (Or, How I learned to stop worrying and love the university) seeks an answer to the question posed by Gilles Deleuze, ‘Why do we desire what oppresses us?"
The book presents a narrative conceived within a baroque framework which attempts, with a proper sense of irony, to reveal the truth about the academy, and the way in which, as institution, it constructs our desires. The book also sets out a methodology for exploring questions related to identity and discourses and discusses how a sense of baroque, characterised as belonging to the epistemology of the Wunderkammer (the baroque cabinet of curiosities) and the ontology of the fold (as elaborated by Deleuze), challenges current assumptions about the nature of research and our understanding of the world.
Reflexive research and the (re)turn to the baroque is a contribution to the growing body of research located within the baroque, conceptualised not as a discrete historical period, but as a recurring cultural phenomenon, which presents as counter to the prevailing orthodoxy:
To the baroque mind the world is not conceived in logical Cartesian terms. To the contrary, it is full of contradictions. The baroque mind, moreover is acutely aware of the conflict between illusion and reality, and paradox and complexity are accepted as almost natural phenomena. (Leo Forkey)
It is essential reading (writes the author) for qualitative researchers and students concerned to develop innovative approaches in their work, as well as for those with an interest in identities and processes of identification.

丛编:

编者 Helen Forgasz, Anastasios Barkatsas, Alan J. Bishop, Barbara Clarke, Stephen Keast, Wee Tiong-Seah and Peter Sullivan

Every four years, beginning in 1984, the Mathematics Education Research Group of Australasia (MERGA) produces a review of Australasian research in mathematics education. The authors of the chapters in this volume have summarised and critiqued research conducted during the period 2004-2007. The research foci for the period are reflected in the chapter titles. Working under tight funding opportunities and the shadow of demanding research accountability measures, the research undertaken has, nonetheless, been rigorous, far-ranging, and at the cutting edge. In bringing this regular review of the best of Australasian mathematics education to a broader international audience for the first time, readers will recognise the outstanding contributions made by Australasian mathematics education researchers and the potential their findings have to inform and direct future directions in the field.

Researching Education

Visually - Digitally - Spatially

编者 Julianne Moss

This book is aimed at researchers in education who are looking for the take up of bold visions in educational research through visual, digital and spatial knowing. Drawing from research conducted by experienced researchers and graduate students in Australia, through visual methods the book presents work that is at the forefront of working with innovative qualitative research methodologies theoretically and practically. The book shows the possibilities, problems and researcher responses to working with image through complex theoretical territory such as Actor network theory, Deleuzian theory, feminist and poststructuralist methods, positioning theory and narrative theory. All chapters have in common, a response to issues that broadly can be defined as the issues of education that prove to be deep seated and troubling and show a concern for critically orientated scholarship. The book moves across the stages of education from early childhood, middle years, secondary schooling to higher education. A provocative and lively introduction frames the field of visual methods for education resarchers. With visualtiy in mind, issues such as researcher and participant identity, what is contributed or lost when we democratise the research process and ethial issues of working globally are discussed. By getting underneath the cover story of educational research, the contribution is an accessible and concise account of educational research that confronts current issues of curriculum and pedagogy and is useful for those new to qualitative research and visual methods.

Researching Technology Education

Methods and Techniques

丛编:

编者 Howard Middleton

This third volume in the International Technology Education Series provides insights into developments in technology education research in terms of methods and techniques. The importance of the book is that it highlights the uniqueness of the area of technology education in terms of content, and learning and teaching processes, and the need to provide methods and techniques to capture this uniqueness when undertaking research. The book comprises research methods and techniques being used by a range of current researchers. Each chapter includes details of the method or technique, but does so in terms of a project where it was used. This provides important contextual material that will help researchers when developing research projects. The book contains research methods and techniques that are new in general as well as ones new to technology education and ones that are variations to existing methods and techniques to make them suitable for use in technology education research.

丛编:

编者 Yew-Jin Lee and Aik-Ling Tan

This book is a compilation of papers from the inaugural International Science Education Conference held at the National Institute of Education (Singapore). The title, Science Education at the Nexus of Theory and Practice, reflects a pressing yet ongoing concern worldwide to integrate theory and practice in science education and the reader will find something of interest to both science education practitioners and researchers. The editors have decided to engage in (written) dialogue before each of the three sections to enrich the experience. Divided into three key sections: (A) Concepts, conceptual change, and science learning; (B) science teacher development and learning; and (C) access to science, accessible science, the 19 chapters will engender food for thought, and in all likelihood, transform classroom practices. All the contributors here provide important insights into the diverse education systems, cultural backgrounds, and societal norms through which science education can be realized.

Semiotics in Mathematics Education

Epistemology, History, Classroom, and Culture

丛编:

编者 Luis Radford, Gert Schubring and Falk Seeger

Current interest in semiotics is undoubtedly related to our increasing awareness that our manners of thinking and acting in our world are deeply indebted to a variety of signs and sign systems (language included) that surround us.
Since mathematics is something that we accomplish through written, oral, bodily and other signs, semiotics appears well suited to furthering our understanding of the mathematical processes of thinking, symbolizing and communicating. Resorting to different semiotic perspectives (e. g., Peirce’s, Vygotsky’s, Saussure’s), the authors of this book deal with questions about the teaching and learning of mathematics as well as the history and epistemology of the discipline. Mathematics discourse and thinking and the technologically-mediated self of mathematical cultural practices are examined through key concepts such as metaphor, intentionality, gestures, interaction, sign-use, and meaning.
The cover picture comes from Jacob Leupold’s (1727) Theatrum Arithmetico-Geometrico. It conveys the cultural, historical, and embodied aspects of mathematical thinking variously emphasized by the contributors of this book.

Serious Educational Games

From Theory to Practice

编者 Leonard Annetta

Serious Educational Games: From Theory to Practice focuses on experiences and lessons learned through the design, creation and research in the Serious Education Games Movement. Serious Games is a term coined for the movement that started in 2003 for using commercial video game technology for teaching and learning purposes. This book presents a collection of work that bridges the theory behind Serious Educational games and cutting edge research coming from many aspects in the field. The authors all have experienced Serious Games in education in their research and/or through personal game play.
While the literature base for educational games is growing at alarming rates, a theoretical framework by which future research will be conducted and practical examples of established work and work that continues to is the crux of this volume. This book is not all encompassing of the work being done with educational games but rather it provides lessons from the field in tangible projects. This book takes the reader through why Serious Games need to be used in K-12 education, the theory underlying why games work for teaching and learning, and how Serious Games are being used and researched.

Service Integration in Schools

Research and Policy Discourses, Practices and Future Prospects

编者 Joan Forbes and Cate Watson

This is an important and timely collection in which recent research and interpretations are reported and debated. The papers provide a scholarly analysis of a range of significant issues, complexities and recurring themes. They provide theoretical, empirical and practical perspectives on what is involved in co-working and explore the ambiguities, contradictions and fragmentations in a new policy area that cuts across the remits previously held by a number of government departments. Overall, the papers provide a considered and wide-ranging critique of the key research and policy discourses that seek to influence the reformation of services and to remodel interprofessional and interagency working practices. In particular, the collection examines the ways in which the integration of services is operating in practice in the discrete policy contexts of the UK countries; the leadership and management of collaborative working and workforce remodelling; and whether, in addressing the hard questions of the form/s that future school services should take, there are any ‘global solutions’ from new research or from other places that might fruitfully be applied. In addressing these policy developments the collection has multiple readerships in mind and seeks to be both academic and policy relevant.