Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Drawing on rich ethnographic data, Critical Mathematics Education: Can Democratic Mathematics Education Survive under Neoliberal Regime? responds to ongoing discussions on the standardization in curriculum and reconceptualizes Critical Mathematics Education (CME) by arguing that despite obstructive implications of market-driven changes in education, a practice of critical mathematics education to promote critical citizenship could be implemented through open-ended projects that resonate with an inquiry-based collaborative learning and dialogic pedagogy. In doing so, neoliberal hegemony in education can be countered. The book also identifies certain limitations of critical mathematical education and suggests pedagogic and curricular strategies for critical educators to cope with these obstacles.

EDUCATION / Essays. --- EDUCATION / Organizations & Institutions. --- EDUCATION / Reference.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

An international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K-12 curricula.In today's digital society, computational thinking (CT) is a critical component of all children's education. In Computational Thinking Curricula in K-12, editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which offers an overview of educational policy, curriculum development, school implementation, and classroom practice, will appeal especially to policy makers, curriculum developers, school practitioners, and educational researchers. The essays cover twelve countries and regions across three continents: Australia, China, Finland, Hong Kong, India, Israel, New Zealand, Singapore, South Korea, Spain, Taiwan, and the United Kingdom, with a particular emphasis on Asia. A companion to the editors' earlier Computational Thinking Education in K-12, this book consists of two sections: 1) educational policy and curriculum development and 2) school implementation and classroom practice. The authors delve into issues of regional history; governmental planning; official initiatives; leadership commitment; curriculum design; pedagogical implementation; equity, diversity, and inclusion; assessment, including longitudinal assessment across age groups; formal and informal learning approaches to CT; and teacher development. Specific topics include core competencies and CT education, robotics education and CT, AI and CT, and game-based platforms for computational problem-solving. The varying ways that CT is being integrated into the early grades, in particular, presents an interesting case study in international comparative education.

Computer science --- Problem solving --- Electronic data processing --- EDUCATION / Essays --- EDUCATION / Curricula --- EDUCATION / Computers & Technology --- Study and teaching

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"Essays that look at the challenges and risks in designing algorithms and platforms for children, with an emphasis on innovative designs and solutions for algorithmic justice, learning, and equity"--

Computers and children --- Internet and children --- Computer algorithms --- Data privacy --- Computer literacy --- Internet --- Children's rights --- Social aspects --- Safety measures. --- EDUCATION / Essays --- EDUCATION / Computers & Technology --- SOCIAL SCIENCE / Childrens Studies

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In an increasingly complex world the natural human inclination is to oversimplify issues and problems to make them seem more comprehensible and less threatening. This tendency usually generates forms of dogmatism that diminish our ability to think creatively and to develop worthy talents. Fortunately, complexity theory is giving us ways to make sense of intricate, evolving phenomena. This book represents a broad, interdisciplinary application of complexity theory to a wide variety of phenomena in general education, STEM education, learner diversity and special education, social-emotional development, organizational leadership, urban planning, and the history of philosophy. The contributors provide nuanced analyses of the structures and dynamics of complex adaptive systems in these academic and professional fields.

Complexity (Philosophy). --- Creative thinking. --- Education. --- EDUCATION -- Essays. --- Education --- Sociology & Social History --- Social Sciences --- Social Change --- Education - General --- Complex organizations. --- Secondary groups --- Education, general. --- Organizational sociology --- Interorganizational relations --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Complexity (Philosophy) --- Philosophy --- Emergence (Philosophy) --- Creative thinking (Education) --- Creative ability --- Thought and thinking

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book explores the complexity of communication and understanding as a possible asset in formal education rather than a problem that needs to be “fixed”. The authors examine the question and experience as pedagogical tools, challenging readers to play the critic and ask hard questions, beginning with: Why do the ideas discussed within the book matter? The digital information age with expanding ways of thinking, being, communicating, and learning complicates public education. So, what happens as diverse narratives collide in schools? To answer this question, the authors of this book delve into conflicting assumptions within the framework of complexity sciences and education in an attempt to explore space beyond positivist/anti-positivist debates. This involves examining the role of cultural and aesthetic narratives and cautionary tales as means of acknowledging possibilities in human experiences in education. These possibilities can facilitate praxis, as theory, research, and teaching become reflective practices, and as thinking about education broadens to include diverse methods of understanding and presenting complex phenomena.

Critical pedagogy. --- Education. --- EDUCATION / Essays. --- EDUCATION / Organizations & Institutions. --- Education --- Social Sciences --- Education, Special Topics --- Education - General --- Critical humanism in education --- Radical pedagogy --- Education, general. --- Critical theory --- Popular education --- Transformative learning --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training