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999 _c98267
_d98267
001 978-3-319-63624-5
003 DE-He213
005 20191024115705.0
007 cr nn 008mamaa
008 171016s2018 gw | s |||| 0|eng d
020 _a9783319636245
024 7 _a10.1007/978-3-319-63624-5
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
245 1 0 _aTransdisciplinarity in Mathematics Education
_h[electronic resource] :
_bBlurring Disciplinary Boundaries /
_cedited by Limin Jao, Nenad Radakovic.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXVIII, 279 p. 37 illus., 27 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aPart I. Interdisciplinary Approaches in Mathematics Education -- Chapter 1.Euclidean Exploration of Geometry in Islamic Art -- Chapter 2.The Hidden Musicality of Math Class:A Transdisciplinary Approach to Mathematics Education -- Chapter 3. Using Children’s Literature to Enhance Math Instruction in K-8 Classrooms -- Section 2: Complexity, Difference and/in Mathematics Education -- Chapter 4. Complexity as a Discourse on School Mathematics Reform -- Chapter 5. Opening a Space of/for Curriculum: The Learning Garden as Context and Content for Difference in Mathematics Education -- Part 3. Mathematics for the Common Good -- chapter 6. Transdisciplinarity, Critical Mathematics Education, Eco-Justice, and the Politics to Come -- Chapter 7.Using a Mathematics Cultural Resonance Approach for Building Capacity in the Mathematical Sciences for African American Communities -- Chapter 8. Still Warring After All These Years: Obstacles to a Transdisciplinary Resolution of the Math Wars -- Part IV. Indigenous and Transformational Mathematical Knowledge -- Chapter 9. Echoed Rememberings: Considering Mathematics and Science as Reconciliation -- Chapter 10. Gendered? Gender-neutral? Views of Gender and Mathematics Held by the Canadian General Public -- Part V. Re-formulating, Re-presenting, and Re-defining Mathematical Knowledge and the Curricula -- Chapter 11. Borrow, Trade, Regroup, or Unpack? Revealing How Instructional Metaphors Portray Base-ten Number -- Chapter 12.Mathematics and Movement -- Chapter 13. Examining the Development of a Transdisciplinary Collaboration.
520 _aThe book explores various facets of transdisciplinarity in mathematics education and its importance for research and practice. The book comprehensively outlines the ways that mathematics interacts with different disciplines, world views, and contexts; these topics include: mathematics and the humanities, the complex nature of mathematics education, mathematics education and social contexts, and more. It is an invaluable resource for mathematics education students, researchers, and practitioners seeking to incorporate transdisciplinarity into their own practice.
650 0 _aMathematics.
650 1 4 _aMathematics Education.
_0http://scigraph.springernature.com/things/product-market-codes/O25000
650 2 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
700 1 _aJao, Limin.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aRadakovic, Nenad.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319636238
776 0 8 _iPrinted edition:
_z9783319636252
776 0 8 _iPrinted edition:
_z9783319875989
856 4 0 _uhttps://doi.org/10.1007/978-3-319-63624-5
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK