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The book provides an entry point for graduate students and other scholars interested in using the constructs of Piaget’s genetic epistemology in mathematics education research. Constructs comprising genetic epistemology form the basis for some of the most well-developed theoretical frameworks available for characterizing learning, particularly in mathematics. The depth and complexity of Piaget’s work can make it challenging to find adequate entry points for learners, not least because it requires a reorientation regarding the nature of mathematical knowledge itself. This volume gathers leading scholars to help address that challenge. The main section of the book presents key Piagetian constructs for mathematics education research such as schemes and operations, figurative and operative thought, images and meanings, and decentering. The chapters that discuss these constructs include examples from research and address how these constructs can be used in research. There are two chapters on various types of reflective abstraction, because this construct is Piaget’s primary tool for characterizing the advancement of knowledge. The later sections of the book contain commentaries reflecting on the contributions of the body of theory developed in the first section. They connect genetic epistemology to current research domains such as equity and the latest in educational psychology. Finally, the book closes with short chapters portraying how scholars are using these tools in specific arenas of mathematics education research, including in special education, early childhood education, and statistics education.

Mathematics --- Education --- Mathematics Education. --- Educational Philosophy. --- Study and teaching . --- Philosophy.

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Die Beiträge des Bandes gehen grundlegenden Problemstellungen der Pädagogik nach. Dabei handelt es sich um Probleme, die nicht erst im gegenwärtigen Bildungsdenken oder in der heutigen Bildungslandschaft offenkundig werden, sondern die Denker aller Epochen beschäftigten. Dennoch liegt der Fokus auf einer Reflexion aktueller Fragen der Bildung. So versuchen die einzelnen Artikel in problemgeschichtlicher Auseinandersetzung historische Positionen mit aktuellen Problemen zu verknüpfen und jene für diese fruchtbar zu machen. Der Titel des Bandes deutet jedoch bereits auf die Unmöglichkeit einer endgültigen Beantwortung pädagogischer Probleme hin. Er verweist auf die unablässige Forderung, diese Fragen immer wieder aufzugreifen, zu reflektieren und konstruktiv-praktische Orientierungen zu geben.

Essays. --- Educational philosophy. --- Collected papers (Anthologies) --- Papers, Collected (Anthologies) --- Education --- Problemgeschichte --- Bildungsphilosophie --- Allgemeine Pädagogik --- Unterricht --- Erziehung

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educational science --- islamic approach --- educational philosophy --- educational psychology --- educational administration --- curriculum development

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This encyclopaedia is a dynamic reference and study place for students, teachers, researchers and professionals in the field of education, philosophy and social sciences, offering both short and long entries on topics of theoretical and practical interest in educational theory and philosophy by authoritative world scholars representing the full ambit of education as a rapidly expanding global field of knowledge and expertise. This is an encyclopaedia that is truly global and while focused mainly on the Western tradition is also respectful and representative of other knowledge traditions. It professes to understand the globalization of knowledge. It is unique in the sense that it is based on theoretical orientations and approaches to the main concepts and theories in education, drawing on the range of disciplines in the social sciences. The encyclopaedia privileges the "theory of practice", recognizing that education as a discipline and activity is mainly a set of professional practices that inherently involves questions of power and expertise for the transmission, socialization and critical debate of competing norms and values.

Education --- Educational sociology. --- Education and state. --- Educational Philosophy. --- Sociology of Education. --- Educational Policy and Politics. --- Philosophy.

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This book explains why universities, and academics within them, must engage with the diversity of knowledges and knowers that exist in the world. Through philosophical perspectives, theoretical frameworks and practical examples from around the world, the book searches for opportunities for renewal and inclusion in universities. It explains how higher education can better serve the purposes of social justice by re-evaluating the types of knowledge it promotes. Going beyond the identification and analysis of injustices in ways of knowing in academia, the book offers insights and examples of practices in teaching, research and work with the community which aim to move towards justice on an epistemic level. It argues that inclusion in the domain of knowledge can lead to the generation of knowledges and understandings that are more robust and better equipped to address the pressing needs of the plural worlds outside the university. Contributions are included from authors working in varied disciplinary and cultural contexts in universities, who describe and explicate their work towards identifying epistemic injustice and finding spaces to advance knowledge justice in theory and in practice. The book will be beneficial to academics and those with an interest in the role of universities in serving the public good.

Education, Higher --- Aims and objectives. --- Education, Higher. --- Education --- Higher Education. --- Philosophy of Education. --- Educational Philosophy. --- Philosophy.