Titlebook: Cultural Perspectives on the Mathematics Classroom; Stephen Lerman Book 1994 Springer Science+Business Media Dordrecht 1994 Mathematica.an

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Introduction: In the Place of a Hero, of the classroom is already a move away from “scientific” views which would see the important functions and activities of the classroom as able to be directed according to their criteria of rationality, of understanding, and of what is to count as knowledge. The questioning of these views has had d

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0924-4921 sus understanding and, recently, mathematical processesand thinking. The gaze into today‘s mathematics classroom is firmlyfocused on the individual learner. Recently, however, studies ofmathematics in social practices, including the market place and thehome, have initiated a shift of focus. Culture

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https://doi.org/10.1057/9781137426246biographical questionnaires and from recordings of discussions going on between the pupils and animators during the workshops. Analysis showed very clearly that these students took this equation as a tautology:

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Sets, Lies and Stereotypes,specificities of the new National Curriculum played a role in establishing the general priorities of those in a dominant position in UK society. In this paper, I attempt to draw broader and more general conclusions, and to discuss the ways in which mathematics curricula can be conceptualised from a political point of view.

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What Happens When Robots Have Feelings?,biographical questionnaires and from recordings of discussions going on between the pupils and animators during the workshops. Analysis showed very clearly that these students took this equation as a tautology: