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This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

Education. --- Mathematics --- Education --- Educational Philosophy. --- Mathematics Education. --- Study and teaching. --- Philosophy. --- Study and teaching --- Standards. --- Math --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Science --- Mathematics. --- Education—Philosophy. --- Mathematics—Study and teaching .

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This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

Philosophy --- Philosophy and psychology of culture --- Teaching --- Didactics of mathematics --- onderwijsfilosofie --- deep learning --- didactiek --- onderwijs --- studeren --- opvoeding --- wiskunde --- account management --- lesgeven

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Opening the Research Text Critical Insights and In(ter)ventions into Mathematics Education Edited by: Elizabeth de Freitas, Adelphi University & University of Prince Edward Island Kathleen Nolan, University of Regina The provocative contributions to Opening the Research Text reflect current interest in the political and cultural underpinnings of mathematics education. With 22 contributors including both established researchers and newcomers, this innovative research-oriented volume challenges traditional theories and "comforting narratives" of pedagogy through realistic, non-linear scenarios reflecting the ambiguities and power relationships of the classroom. By alternating research chapters with inventive responses (including poetry, concept mapping, graphic novel, and collage), the editors present theoretical as well as practice-based possibilities in areas as diverse as arts-based inquiry and social justice pedagogy, all in relation to mathematics education. These multiple calls to action will inspire readers to: Rethink the accessibility and impact of their classroom work. Consider the value of poststructuralist strategies to curriculum theory. Explore alternate research paradigms in mathematics education. Trace the intersections of power, economics and mathematics. Critically examine the discourse of school mathematics and policy documents. Engage in self-study, writing their own stories of insight and in(ter)vention. Opening the Research Text asks teachers, researchers and scholars to add to the dialogue that is transforming the mathematics education field, and leads new educators toward insights into their careers and the students and communities they serve. Additionally, the book can be a primary graduate or supplementary undergraduate text in education or mathematics education.

Art in mathematics education. --- Literature in mathematics education. --- Mathematics -- Study and teaching. --- Poetry in mathematics education. --- Mathematics --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Education, Special Topics --- Mathematics Teaching & Research --- Study and teaching --- Social aspects --- Political aspects --- Social aspects. --- Math --- Education. --- Curriculums (Courses of study). --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Curriculum Studies. --- Curricula. --- Study and teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Curricula --- Science --- Mathematics. --- Curriculum planning. --- Curriculum development --- Planning --- Design --- Mathematics—Study and teaching . --- Education—Curricula.

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This book examines the current thinking on five critical social and political areas in mathematics education. It focuses on material conditions in teaching and learning, and details features of social life and their influence on mathematics teaching, learning and achievement. Following an introduction, the first section addresses equitable access and participation in quality mathematics education. It explores this issue in different contexts and from different ideological perspectives. The second section traces the emergence and development of the notion of activism in mathematics education in theory, in the literature, in research and in practice. The third section then moves on to explore current research on the political forces at work in identity, subjectivity and (dis)ability within mathematics education, showing how emphasis on language and discourse provides information for this research, and how new directions are being pursued to address the diverse material conditions that shape learning experiences in mathematics education. Economic factors behind mathematics achievement form the topic of section four, which examines the political dimensions of mathematics education through the influence of national and global economic structures. The final section addresses distribution of power and cultural regimes of truth, based on the premise that although often deemed apolitical, mathematics and mathematics education are highly political institutions in our society. The book concludes with a summary and recommendations for the future.

Sociology of education --- Sociology --- School management --- Teaching --- Didactics of mathematics --- Educational sciences --- onderwijspolitiek --- sociologie --- didactiek --- onderwijs --- studeren --- onderwijssociologie --- opvoeding --- wiskunde --- account management --- lesgeven