| 书目名称 | New Teacher Identity and Regulative Government |
| 副标题 | The Discursive Forma |
| 编辑 | Tony Brown,Olwen McNamara |
| 视频video | |
| 概述 | A strong consensus between the reviewers and the Series Editor that the book addresses an innovative and important aspect of (mathematics) teacher education that has not been published before. It fits |
| 丛书名称 | Mathematics Teacher Education |
| 图书封面 |  |
| 描述 | This book seeks to address the question of how the task of teaching mathematics to young children might be better understood. But rather than starting out with a conception of mathematics derived from the many histories mathematics might claim as its own we centre the analysis instead within the social practices that surround the teaching of the subject to children aged four to eleven in English primary schools today. That is, we do not commence with an a priori conception of mathematics and see what people are saying about it. Rather, we start from what people are saying and see where this points. We probe how the desires of society have manifested themselves in a societal decision to teach mathematics and how this decision now shapes that which is called "mathematics". We focus on the operation of the noun "mathematics" and verb "mathematical" and consider how the meanings of these terms derive from the social domain in which they are being used. This extends and develops a conception of how language intervenes in the task of mathematics education presented elsewhere (Brown, 2001). In this present book however, we have a particular focus on trainee and newly qualified teachers, w |
| 出版日期 | Book 2005 |
| 关键词 | Locat; Trainee Teachers; curriculum; education; mathematics education |
| 版次 | 1 |
| doi | https://doi.org/10.1007/b104107 |
| isbn_softcover | 978-1-4419-3674-5 |
| isbn_ebook | 978-0-387-23972-9Series ISSN 1573-5990 Series E-ISSN 2543-0017 |
| issn_series | 1573-5990 |
| copyright | Springer-Verlag US 2005 |
发表于 2025-3-21 16:16:05
